LC 144 
.N7 V3 
Copy 1 



m^ 













Copyright^" 



COPYRIGHT DEPOSIT. 



CAUSES OF THE 

ELIMINATION OF STUDENTS 

IN PUBLIC SECONDARY SCHOOLS OF 

NEW YORK CITY 



BY 
JOSEPH KING VAN DENBURG, PH.D. 



5ACHERS COLLEGE, COLUMBIA UNIVERSITY 
CONTRIBUTIONS TO EDUCATION, NO. 47 



PUBLISHED BY 

SIfart|?rfi (SoU^ge, ©nlttmhia Inittwattg 

NEW YORK CITY 

1911 

Monograph 



v^^^^" 



Copyright, 1911, by Joseph King Van Denburg 



©CI.A300584 

Iw.! 



I^ 



CONTENTS 

PART I 

The Problem 

Section Page 

I Introduction i 

II Method and Aim of this Study 4 

III Decrease in Registration in Successive High School Grades. 7 

PART II 

A Study of the Entering Population 

I Introduction to the Records 14 

II Elementary School Graduates, Jan. 1906 17 

III Ages 22 

IV Nationality of Father 32 

V Occupations of Parents 39 

VI The Chosen Occupations of Pupils 49 

VII Occupations of Older Brothers and Sisters 58 

VIII Pupils' Valuation of a High School Education 69 

IX Rentals 79 

PART III 

A Study of Elimination 

I Eliminations 84 

II Age and Elimination 91 

III Nationality of Father and Elimination 96 

IV Choice of Occupation and Elimination 100 

V Early Intentions and Elimination 104 

VI Monthly Rental and Elimination 110 

PART IV 

Advancement in the School Course 

I Grades from Which Pupils were Discharged 115 

II Group IX ; Retarded Pupils 119 

III Pupils Who Graduated on Time 123 

PART V 

Early Promise 

I Starting the Co-operative Investigation 136 

II Introduction to Tables and Tabulations of Early Promise. 148 

iii 



iv Table of Contents 

Section Page 

III Early Promise and Median Expectancy of Stay 155 

IV Pupils Who Stayed Four Years but Did Not Graduate 

(Retarded Pupils): Group IX 161 

V Pupils Who Graduated : Group VIII 165 

PART VI 
First Term's Mark 

Elimination, Graduation, Retardation 171 

PART VII 

The Human Side 

I Introduction 183 

II Home Work 186 

III New Courses and New T3'pes of Schools 188 

IV A New Daily Program ig'i 

V Length of Stay and Length of Course 193. 

Appendix Courses of Study 195 

Sample Tables of Home Work 205 



,.,■11% 



PART I 

THE PROBLEM 

SECTION I 
INTRODUCTION 

With the growth of pubHc high schools in the United States, 
there has arisen a situation which, so far, has found no satis- 
factory explanation. In almost every city where high schools 
have been established, the entering classes have tasked the 
accommodations of the high school to the utmost. The num- 
ber of pupils, however, who complete the course, is, when com- 
pared with the number which entered, so small as to excite 
surprise. 

To account for the dropping out of pupils, who enter ap- 
parently with the intention of completing the entire course, 
many hypotheses have been advanced. In only the last two 
or three years, however, has any attempt been made to make 
a statistical study of this elimination. Many of these investiga- 
tions, moreover, have been made under conditions, which, at 
the very outset, have been so open to charges of prejudice that 
the results have proved of little value to the students of this 
perplexing problem. 

One of the chief reasons why previous investigations have 
proved inadequate is the fact that few, if any, investigators have 
attempted to limit themselves to the study of objective phe- 
nomena. In most cases, the questionaire method has been fol- 
lowed, and there have been gathered many interesting opinions ; 
each, however, showing the personal bias of the individual 
answering the questions and all based on such doubtful and 
nebulous data, that, while each may have the appearance of 
reasonableness, still each lacks the evidence necessary for its 
establishment as truly trustworthy. 



2 Elimination of Students in Public Secondary Schools 

It is not the purpose of this present investigation to do more 
than to furnish assistance to those who are still studying the 
question of elimination of high school pupils. In one respect, 
however, this investigation will differ from those that have 
been made in the past. Whereas previous investigations have 
included opinions without concrete, objective backing, this in- 
vestigation seeks to gather only concrete, objective, indisputable 
data and to exclude opinions, except in so far as the class-room 
ratings of pupils may indicate the opinion of teachers, who 
gave each pupil a mark, showing his or her proficiency in cer- 
tain definite subjects. In order to make such a research pos- 
sible of accomplishment, the research worker is necessarily com- 
pelled to confine himself to a rather limited field and even, in 
that field, to omit much that would be valuable and instructive 
were the time and money for the tabulation of this informa- 
tion provided. 

In New York City, superintendents and principals have been 
disturbed by the fact that while money has been spent liberally, 
almost lavishly, upon magnificent high school buildings, and 
skilled instruction has been provided at a cost rather above that 
in the surrounding cities, still the student mortality shows that 
a comparatively insignificant proportion of the school popula- 
tion avails itself of this opportunity to complete the courses of 
instruction so freely offered. This situation is, moreover, ren- 
dered more disquieting by the fact that while all the entering 
classes are large (apparently showing that many intend to avail 
themselves of the opportunity granted for a high school edu- 
cation), yet the graduating classes are so small in comparison, 
as to indicate a condition of affairs needing some serious con- 
sideration. 

To those who are intimately acquainted with local conditions, 
the explanation, offered by some, namely, that the nine who drop 
out to the one who graduates, drop out because they have not 
the ability to complete the course, is insufficient. Moreover, 
unfitness of the instruction or the subjects of study seems in- 
sufficient to explain the elimination, because in specialized schools, 
such as the commercial and technical high schools, the elim- 
ination is just as great as in the old time classical schools. 

This investigation has, then, because of the promise it seemed 
to hold of being directly useful to the educational authorities 



The Problem 3 

of New York City, been limited to the high schools of that 
city. The attempt was made to include all the high schools of 
prominence and to secure the co-operation of many hundreds of 
teachers. In most cases, the attempt was most cordially met 
half-way, by both principals and teachers. In a few cases, how- 
ever, the attempt to collect the necessary information met not 
only with a first refusal, but with such persistent opposition, 
almost to the point of bitterness, that certain schools and classes 
had to be omitted. 



SECTION II 
METHOD AND AIM OF THIS STUDY 

For the schools covered by this investigation we do not seek 
to answer directly the question : " Why do pupils leave high 
school before graduation ? " by tabulating all the answers to 
this question that can be secured ; but rather we seek to deter- 
mine by a large series of carefully collected measurements the 
kind of pupils who leave, as compared with the kind who stay. 
The difficulties in securing accurate answers by any purely 
questionaire method will be made plain by what follows. 

In a few concrete, definite cases direct inquiries were made 
of the pupil by cultivating a personal acquaintance and interest. 
Some of the personal friends of each of these pupils were inter- 
viewed. The pupils' teachers, the pupils' principals, the pupils' 
parents were each questioned in turn. In these special cases 
there was little semblance of uniformity in the reasons given. To 
one person, one reason was given and insisted upon as the 
reason, while to each of several other persons a different reason 
was in turn given as the " real " reason for leaving school. 

A questionaire to determine the assigned reasons for any 
pupils leaving high school would have to be addressed to a 
very large number of people and it is doubtful if even then 
any valuable data could be gathered. Consider, for instance, 
this concrete instance : A girl in a city high school left at the 
end of her first term. She was a good student and did her work 
well. Her parents were fairly well-to-do people of moderate 
refinement and education. A brother had graduated from a 
city high school and had entered college. 

The reasons given by this girl were carefully gathered by 
personal inquiry. The causes given and accepted by the people 
interviewed were : 

1. Teacher: Dislike of Latin. 

2. Teacher: Desire to study music and art. 

4 



The Problem 5 

3. Principal: Ill-health (wholly false). 

4. Classmates : Dislike of a certain teacher. 

5. Girl chum : Desire to go to a boarding school. 

6. Mother: Dislike of biology. 

7. Father: Desire to go to a country school. 

8. Brother : Desire to get away from the city. 

9. The investigator : Uncongenial classmates. 

Probably all of the nine reasons given above were in part 
active agents in causing the girl to leave school at the end of 
one term, but what chance is there that any questionaire would 
have brought them all out ? Indeed an " official " inquiry would 
have elicited the answer " ill-health," which the girl herself ad- 
mitted to the investigator was wholly false. 

Furthermore, some experience with school questionaires has 
led the investigator to conclude that, with boys and girls of 
high school age, the answer to a formal question of this kind 
is seldom determined by the facts, but rather by a desire to 
give an answer that either will gain sympathy on the one hand, 
or on the other will magnify the virtues of the pupil who is 
answering. In each case the answer is a conscious " pose." 
The pupil desires to affect the recipient of the answer rather 
than to furnish truth. As in a written examination, the pupil 
answering a questionaire seeks to please the examiner and so 
strives to place his answer in the most favorable light. 

This rather long explanation of the shortcomings of the ques- 
tionaire method seems necessary in order to make it plain why 
this investigation does not go at the question directly, but rather 
chooses the long and difficult method which is hereafter ex- 
plained in detail. Therefore instead of answers to a ques- 
tionaire there will be presented in tabular form a series of care- 
fully secured records and tables extending over a course of 
four and a half years. 

The deductions which the original investigator may draw 
may not be of permanent value, but the records themselves are 
open to any other investigator to use in drawing his own con- 
clusions. These careful records may be studied, combined and 
compared by any student regardless of his previous experi- 
ence. A thousand pupils studied upon each of some ten or 
more measurements, makes an undertaking almost beyond the 



6 Elimination of Students in Public Secondary Schools 

power of one investigator unless he be able to pay for the con- 
tinued assistance of clerical experts of a high order. 

Merely to follow one thousand pupils through high school, 
keeping track of their progress, promotions, and discharges, 
without taking into account any other measurement and quality 
than their school work, is a sufficient undertaking for one man. 
The study of ages, nationality, father's business, home condi- 
tions, choice of occupation, etc., etc., in a thousand cases can- 
not in fact be done fully by one person. Experience and study 
has convinced the investigator that more value may result from 
an extremely limited group of pupils that is studied intensively 
than from a large group less carefully followed up. 

There is an extremely interesting and valuable field of research 
open to high school teachers whose minds are of a scientific 
character and who desire to add to the total of the world's 
useful knowledge. For example, a four years study of a group 
of one hundred or even fifty high school boys or girls, a study 
which necessitated a personal acquaintance with each pupil, 
which introduced the teacher to the children's parents and homes 
as well as to the pupils' confidences and aspirations would develop 
many facts which this study must, because of its wider range, 
omit. Perhaps the best service of this present investigation will 
be to serve as a basis for other investigations which will follow. 

If this present investigation assists other investigators who 
will do more, by attempting less, the ultimate benefit to the 
high schools of this country will be sufficient to compensate for 
the very great outlay of time and money which this investiga- 
tion necessitated. 



SECTION III 

DECREASE IN REGISTRATION IN SUCCESSIVE HIGH 
SCHOOL GRADES 

Explanation of System of Grading 

In order that one not familiar with the organization of the 
New York City high schools may understand the tables that 
are given in this section, a word or two of explanation is neces- 
sary in advance. 

In the New York City High School, pupils are admitted twice 
a year — in September and in February. Graduations occur 
therefore (at the end of three or four year courses) in January 
and in June. The periods from September to January inclusiv''c, 
and from February to June inclusive, make up the two " terms " 
of the school year. The " grades " of a regulation city course 
are named progressively as follows : 

J" 1st term of the course, Grade lA. 
I 2nd term of the course, Grade iB. 

3rd term of the course, Grade 2A. 

4th term of the course, Grade 2B. 

5th term of the course. Grade 3A. 

6th term of the course. Grade 3B. 

7th term of the course, Grade 4A. 

8th term of the course, Grade 4B. 



First Year 
Second Year 
Third Year 
Fourth Year 



The word " class " properly applies to those groups of pupils 
within a grade designated by a special class name or number 
and reciting together. As, for example, in the 2A grade of a 
certain high school, will be found from one to twenty or more 
classes, 2A^, 2A^, 2A*, etc., etc. 

However, despite the distinctions here made, both pupils and 
teachers frequently use the words " term," " grade," and " class " 
as synonymous. So that if any one asked a high school pupil, 
"In what term (grade, class), are you?" the answer would 

7 



8 Elimination of Students in Public Secondary Schools 

probably be the same. " iB," " 2A," " 3B," etc., as the case 
might be. There appears then a need for a more exact use of 
words and in this article the words " term," " grade," " class," 
will be used as indicated below : 

Year: a school year of 40 weeks. 
Term: a half year, 20 weeks. 

Grade: point of advancement in the course toward graduation. 
Class: the particular student group with which a pupil meets 
for roll call daily during a term. 

In order to present more fully and exactly the progressive 
decrease in the number of enrolled high school pupils from 
term to term as one advances from the first to the fourth year 
of the course, a series of tables* will be given. 

These tables show the reported registration for the first month 
of each succeeding term within the dates given. It is known 
that these figures are not absolutely exact. There are always 
pupils who leave at the end of a term (especially at the end of 
the Spring Term) and these pupils rarely give formal notice of 
withdrawal. The names of these pupils are frequently kept on 
register for some time pending an investigation of the pupil's 
unexplained absence. 

The registration does not therefore correspond with the at- 
tendance. There are almost always a large number of non- 
attendants carried on the rolls. This percentage of non-attend- 
ants may rise as high as 25 per cent at the beginning of a 
term, because many of the pupils who leave at the end of a 
term are not discharged until some time after the succeeding 
term begins. 

However, despite this admitted discrepancy between pupils 
enrolled (i.e., on "register") and pupils actually in attendance 
at recitations, we are obliged to use the register, as on the 
whole the most satisfactory basis for our comparisons. 

For the table of high school enrollment by grades and dates 
and schools I am indebted to Associate Superintendent Edward 

* These tables, begun by Mr. Stevens some years before the first 
steps in this investigation, 1902, gave evidence of the fact that Mr. Stevens 
had been for some time an earnest student of pupil elimination. To Mr. 
Stevens, too, more than to any other man, except to Professor E. L. Thorn- 
dike of Columbia University, the writer is indebted for active assistance. 
Through Mr. Stevens's interest and assistance, this investigation was car- 
ried on in some schools, where otherwise it would have been excluded. 



The Problem g 

L. Stevens, who is in general charge of the New York City 
high schools. 

Mr. Stevens's tables show for each city high school the num- 
ber of pupils registered, in successive grades, the first month 
of each term, from September 1902 to February 1906 inclusive. 

One more point also must be remembered in interpreting these 
tables. When an entering class of 500 graduates but 50 at 
the end of four years it must not be supposed that 450 pupils 
have 'been eliminated. This is far from the case, as will be 
shown toward the close of this investigation. The actual figures 
may show that while but 50 of the original 500 reach the point 
of graduation at the end of four years' work, still as many as 
200 may still be in school as " retarded " pupils pursuing the 
work of the lower grades and still working upward toward 
graduation. 

Similarly we may find that 500 pupils in the lA grades are 
composed not of 500 pupils beginning high school, but of, say, 
400 real beginners plus 100 hold-overs ! 

TABLE OF HIGH SCHOOL ENROLLMENT. (SUPT. STEVENS) 

Pupils on Register in the High Schools in Successive Grades from 
September, 1902, to February, 1906 



1 Boys 

2 Bryant 

3 Commerce 

4 Comm.ercia] 

5 Clinton 

6 Curtis 

7 Eastern Dist 

8 Erasmus Hall 

9 Flushing 

I o Girls 

I I Jamaica 

12 Manual 

13 Morris 

1 4 Newtown 

15 Rockaway 

16 Wadleigh 

17 Washington Irving. 

18 Richmond Hill.. . . 

Total 



lA 
Sept. 



339 
81 
229 
236 
721 
160 

139 
246 

145 
617 
103 
286 
638 
61 
40 

736 

502 

57 



5-306 



iB 

Feb. 
'03 



254 

70 

167 

215 

550 

122 

104 

213 

126 

509 

87 

171 

446 

50 

25 

479 

323 

37 



3.948 



2A 

Sept. 

'03 



169 

40 

III 

156 

421 

80 

64 

209 

61 

340 

70 

121 

301 

39 
18 

427 

178 

27 



2,932 



2B 

Feb. 

'04 



133 
37 
86 

125 

256 
63 
72 

163 
58 

261 
40 

102 

248 
32 
12 

342 

128 

25 



2,183 



Sept. 
'04 



120 
50 
75 
86 

201 
50 
51 

136 
28 

219 

33 
90 

210 

27 

8 

224 
93 
17 



1,718 



3B 

Feb. 

'05 



33 

45 

69 

149 

52 

49 
126 

33 
186 

37 

57 

194 

9 

4 

162 

56 

16 



1,373 



4A 
Sept. 



115 
46 

39 
116 

35 

173 

18 

41 

145 

18 

3 
119 

35 
16 



1,045 



4B 

Feb. 

'06 



75 
25 » 
26 


tor. 


f- 


146* 




37 
40 - 


i^^'2. 




^33 - 

25 


rf7> 





— I J 



166 
29 

50 

140 

18 

2 

118 

29 

13 



IL% 



1,072 



lo Elimination of Students in Public Secondary Schools 

At the time this investigation was begun (September 1905) 
there were almost no data which were satisfactorily arranged 
to show the amount or the kind of elimination which was taking 
place in the New York City schools. Save for the hitherto 
unpublished tables, especially prepared and kept by Asso- 
ciate Superintendent Stevens for his personal study, there were 
no figures obtainable except such as could be secured from a 
study of the monthly and annual reports of the various high 
schools. There are still (1910) no figures by which we may 
accurately determine the exact percentage of pupils within any 
certain grade who leave school. There is no record of the total 
enrollment by grades, nor is there any record of the number 
separated by sexes, who leave. 

To get an accurate statistical basis for computing the exact 
yearly elimination we would need the net enrollment by grades 
and sexes as well as the eliminations arranged in the same man- 
ner. From existing reports these figures cannot be computed. 

Despite this lack of complete statistical information the re- 
ports of the Superintendent of New York Schools will be found 
to contain a great deal of illuminating information bearing upon 
the question of elimination. Superintendent Maxwell in his 
Eighth Annual Report comments upon the number of pupils 
who leave school annually, and gives a table to show their dis- 
tribution by schools and grades for 1906. 



The Problem 



" WHY PUPILS LEAVE HIGH SCHOOL BEFORE GRADUATION " 

" The great weakness of our city high schools, as in all other city 
high schools, is the inability of the schools to retain their pupils. 

" The following table shows the number of pupils who were discharged 
from the several classes in each high school during the school year ending- 
June 30, 1906." 



School 


Year Ending June 30, 1906 




lA 


iB 


2A 


2B 


3A 


3B 


4A 


4B 


Total 


De Witt Clinton. 

Wadleigh. : 

Girls Technical . . 
H. S. of Com. . . . 

Stuyvesant 

Morris 


187 
320 

738 
175 
216 

391 

352 
245 
613 

T-33 

351 
180 

95 
27 

38 

8 

27 

29 

162 


98 

152 

313 
128 

83 
276 

175 

85 

266 

87 

142 

104 

40 

24 

13 

3 

15 

II 

75 


83 

93 

195 

94 

31 

151 

227 

106 

165 

102 

106 

61 

28 

II 

10 

2 

14 

ID 

43 


57 

69 

119 

47 
8 

71 
135 
48 
75 
60 

53 
21 

9 
10 
II 

I 

3 

8 

24 


34 
32 
69 

33 


25 

17 

3 


16 

10 

7 
2 


6 

12 

2 

3 


481 

713 
1,460 

485 

338 

1,032 

1,067 

571 
1,214 

524 

704 

418 

187 

92 

88 

18 

70 

66 

343 


80 
68 

33 
64 
61 
42 
26 
2 

7 

12 

2 

4 

6 

20 


39 

55 
31 
25 
33 
10 
12 

9 
6 

2 

I 
2 

5 


15 
40 

23 
6 

45 


9 

15 

3 


Girls 


Boys 


Manual Training. 
Erasmus Hall. . . 
Commercial 


Eastern Dist. . . . 

Bryant 

Newtown 

Flushing 

Far Rockaway . . 

Jamaica 

Richmond Hill . . 
Curtis 


II 

4 

5 
2 

I 

4 
2 

14 


3 
2 

I 




Totals 


4,287 


2,090 


1,532 


829 


595 


275 


207 


56 


9,871 



These tables show that for the year ending June 1906 ap- 
proximately 10,000 pupils dropped out of the New York City 
high schools. Of these pupils almost exactly one-third left before 
completing their first term. From the first to the eighth grade 
there is a constantly decreasing percentage as shown below. 



Grade 


lA 


iJB 


2A 


2B 


3A 


3B 


4A 


4B 


Per cent, of total who 
left during the year. . 


33-3 


21.3 


15-5 


8.3 


6.0 


2.8 


2 .1 


•5 



These tables show that of the pupils who leave, the greatest 
number leave before they have completed the first term's work, 
and that more than half of all v/ho leave do not even complete 
the two grades (lA and iB) of the first year of the high school 



1 2 Elimination of Students in Public Secondary Schools 

course. The reader, however, will do well to remember that 
the percentages given do not refer to the proportionate numbers 
who drop out within a grade. The 33.3 per cent who leave in 
I A may be more or less than 33.3 per cent of the pupils in 
the lA grade. 

To find out the proportionate number of those who leave 
within a grade we need first the total net enrollment by grades 
for all the high schools of the city. These figures unfortunately 
are not obtainable. 

However, for the sake of establishing some rough basis for 
comparison, we can use the registration at the end of the second 
week in February 1906, and compare this registration by grades 
with the numbers which are reported to have dropped out during 
the school year 1905-06. To make this comparison as though 
all who dropped out in a 3^ear were eliminated only during the 
second term of the year would be manifestly absurd and so we 
will take half the annual total for each grade, admitting in 
advance that our figures here are only rough estimates even 
though worked out as well as can be from the existing data. 
As we read the following table we must remember that it is 
wrong to suppose that the number of pupils on register for 
any one grade (as for example 2B) represents the survivors 
of a certain single entering group. The reader should recognize 
the fact that it is quite possible for a group of pupils of Grade 
2B to contain, for example, 60 per cent straight promotions, 25 
per cent one-term hold-overs, 10 per cent two-term hold-overs 
and 5 per cent special or irregularly graded pupils. 

REGISTRATION BY GRADES COMPARED WITH PUPILS WHO LEAVE 



Total high school registers, 
mid-Feb., 1906, by grades 

One-half total pupils leav- 
ing 1905-06 

Percentage of each grade 
leaving in a term 



lA 



6,66s 
2,144 
32.1 



iB 



4,860 
1,04s 

2I-S 



2A 



3.609 

766 

21.2 



2B 



2,668 

415 

iS-5 



3A 



1,816 

297 

16.3 



3B 



I,S2I 
137 
9.0 



4A 



004 
103 

II-3 



1,072 

28 

2.6 



Total 



23.115 
4,93s 
Avg. 21.3 



In this table we note the gradual decrease, from grade to 
grade, in the fraction of pupils who drop out. We do not 
show however the final elimination which comes at the end of 
the 4B grade. These figures again are not easily obtainable. 



The Problem 



13 



but it is safe to say that of those who enter the 4B grade a 
very noticeable fraction fail to graduate. 

In another table we show that the actual total number of 
eliminated pupils has increased from 9,382, in 1904-05, to 13,688, 
in 1908-09, keeping up in a general way with the increased high 
school registration. 



TOTAL NUMBER OF PUPILS WHO DROPPED OUT OF NEW YORK CITY HIGH 

SCHOOLS, 1904-1909. DISTRIBUTED ACCORDING TO THE GRADES 

FROM WHICH THEY WERE DISCHARGED 



Supt's. 
Report 


lA 


iB 


2A 


2B 


3A 


3B 


4A 


4B 


Total 


H. S. 

Register 
Total 


7th 1904-05 

8th 1905-06 

gth 1906-07 

loth 1907—08 

nth 1908—09 


3,954 
4.287 
4,576 
5,042 
6,211 


2,014 
2,090 
2,132 
2,271 
2,756 


1,380 

1,532 
1,610 
1,629 
1,913 


821 
829 
923 
939 
1,092 


559 
595 
690 
628 
68s 


375 
275 
331 
368 
437 


216 

207 
203 
207 
293 


63 

56 

III 

126 

301 


9,382 
9,871 
10,576 
11,211 
13,688 


36,600 



PART II 
STUDY OF ENTERING POPULATION 

SECTION I 
INTRODUCTION TO THE RECORDS 

The first step in this investigation was to plan a question card 
for the pupils, which would supply certain preliminary data 
regarding both the pupils themselves and the family from which 
they came. Objective facts, not opinions, were for the most part 
sought. 

After considerable study, the following card was devised. 

(i) 

Last name First name Initial School Year of birth Month Day 

(2) ; ■ 

Number Street Borough Number Street Borough 

(3) ■ 

From G. S. No. Borough Father's business Father's nationality 

f (i) (2) 

(4) I 

What do you intend to do for a living? j (i) Are four years of H. S. necessary? 

I (2) Do you intend to stayin H. S. four vears? 

(s) 

Older brothers or sisters Age What are they doing ? 

(6) ' 

(7) 

( 8 ) ■ : 

(9) 

Height Weight What serious illness have you had ? When ? 

(10) 

Do you have severe headaches? How frequently? Do you wear glasses? 

(11) —— 

(12) 

About eleven hundred of these cards were filled in by the 
pupils who entered the various high schools in February, 1906. 
The reasons for asking most of these questions are obvious. 

14 



Study of Entering Population 15 

The first question under caption 4, " What do you expect 
to do for a living ? " is not expected to furnish answers of any- 
permanent value as to what the boy or girl will really under- 
take as a means of livelihood ; but the answers to these questions 
should prove valuable either by showing the mental attitude of 
the pupil toward the occupation with which by name at least 
he is acquainted or by showing that the pupil enters high school 
without any definite aim or ambition so far as his or her life- 
work is concerned. In the same way under this caption (4) 
the question, "Are four years of high school necessary? " (Neces- 
sary to prepare for your life-work), is intended to bring out 
the pupil's knowledge or lack of knowledge of the educational 
requirements of the work he may have named. 

The third question under this same caption was intended to 
furnish evidence for or against a theory which the writer had 
long held, namely, that a great many pupils who each year 
enter the high school do so merely as an experiment to which 
they are impelled by curiosity, pride or the advice of older 
friends. 

Caption 5 asks information concerning the occupations of 
older brothers and sisters, to find out something about (i) 
the economic status of the family and (2) the kind of occupa- 
tions which the pupils themselves are likely to enter. One 
point came near being lost to the investigation. This was 
the influence of the relative age-position in his or her family 
of the pupil recorded. A boy or girl, who had several older 
brothers and sisters each earning good wages, is less apt to 
drop out for financial reasons than a boy or girl, who has a 
large number of younger brothers and sisters who earn no 
money. The possible value of this information was soon dis- 
covered, however, and the question " How many younger broth- 
ers and sisters have you?" was added under caption 11, though 
not until several pupils had been recorded. 

After these cards were filled out, a careful review of the 
pupils registered necessitated the casting out of nearly a hun- 
dred cards, as incomplete or untrustworthy, leaving about a 
thousand pupils as a basis for this investigation. 

Many cards were found which in the main were correct but 
which were evidently in error on one or two points. Where 
possible, personal inquiry elicited the information sought, but 



1 6 Elimination of Students in Public Secondary Schools 

in many cases this method was not feasible. In these latter cases 
the entire card was not cast out but only the defective answer. 
It therefore will happen that in but few totals will the number 
of answers recorded exactly equal the total number of recorded 
pupils. 



SECTION II 
ELEMENTARY SCHOOL GRADUATES JAN. 1906 

The following figures relate to the number of boys and girls 
who by reason of graduation from the 8B grade of the public 
elementary schools in January 1906 were eligible to enter high 
schools in February, 1906. 

Graduates, January, 1906 9,186 

The New York City Superintendent's Report for 1906 does 
not give separately the number of boys and the number of girls 
graduated at this time, but it does give separately the total 
number of boys and girls for the combined classes of January 
and June, 1906. 

Boys Girls Totals 
Graduates January and June, 1906. . . . 9,041 10,312 19,353 

On this ratio of boys to girls we may gain a rough approxi- 
mation of the January conditions which if based upon the same 
ratio would give: 

Boys Girls Totals 
Graduates January, 1906 — By sexes.. 4,291 4,895 9,186 

Each one of these pupils is free to enter without examination 
any course in the public high schools in New York City. 

These graduates in limited numbers are also eligible to enter 
without examination either the high school department of the 
College of the City of New York (for boys) or the high school 
department of the New York City Normal College (for girls). 
Each of these institutions while supported by city funds and 
free to city residents is under a separate Board of Governors 
and not controlled by the Board of Education of New York 
City. Technically, then, these institutions do not belong to what 
is known as the Public School System of New York City. 

Of the number of parochial and private school pupils who 
graduated from the elementary courses we have no estimate. 

17 



1 8 Elimination of Students in Public Secondary Schools 

We only know that 245 pupils (185 boys and 60 girls) entered 
the high schools this term from other than the public elementary 
schools of this city. 

The tables heretofore printed are not given for the sake of 
advancing any theory but merely to show^ something of the 
amount and kind of elimination that goes on with little varia- 
tion from year to year in the New York City high schools. No 
one has yet attempted to discuss the relative percentages of the 
total number of pupils eliminated, the comparative elimination 
by grades nor the number of pupils eliminated by grades who 
have previously once or twice failed of promotion. However, 
we print from the 8th Annual Report of New York City Super- 
intendent of Schools, Dr. Maxwell, some of the explanations ad- 
vanced for the presence of elimination. 

" Extremely difficult it is to detemiine fully all the causes why 
so many pupils leave school without graduating. Undoubtedly, 
however, the chief cause is that many leave to go to work. 
Probably in the majority of such cases, the hard necessity of 
earning money is the controlling motive. Such students gen- 
erally take supplementary courses in the evening high schools. 
Others there are who leave school to go to work, not because 
of necessity but because of that restlessness of mind which comes 
to all students at the period of adolescence, and which is par- 
ticularly marked amid the excitements of a large city. 

There are many, however, whose leaving school cannot be 
attributed to either of these causes. The following explanations 
are approximately true: 

1. Children leave school because they have not the natural 
ability to cope with high school studies. The number of such 
children is, in my judgment, small. 

2. Children are withdrawn from high school by parents be- 
cause the latter fear that their children's health will be injured 
by what they regard as the excessive amount of home study 
required by some teachers. 

3. Children leave high school because they are bewildered for 
a time and sometimes scared by a school atmosphere very dif- 
ferent from the atmosphere of the elementary school which they 
left — an atmosphere in which the teacher stands more aloof and 
in which the pupil is thrown more on his own resources. 

4. A few pupils leave before graduation because they find 
that there are colleges which will receive them, despite their 
slender academic attainments, into the freshman class. 

These reasons, I believe, summarize the reasons, as far as 
they are known at present, why children in such large numbers 



Study of Entering Population 



19 



leave the high school without graduating. It must be the imme- 
diate duty of the educational authorities, and particularly of the 
Board of Superintendents, to remove the causes of dissatisfac- 
tion on the part of parents and of pupils." 

Applicants for Admission to High Schools 

In February, 1906, the date of the inception of this research, 
according to the earliest complete reports received by Superin- 
tendent Stevens there were 5,871 boys and girls applying for 
admission to the New York City high schools. 

The distribution of those pupils is shown by the following 
table: (Where both boys and girls attend the same school figures 
separating the sexes were not obtainable.) 



High Schools 

1 Boys 

2 Bryant 

3 Clinton 

4 Commerce 

5 Commercial 

6 Curtis 

7 Eastern 

8 Erasmus 

9 Far Rockaway 

I o Flushing 

I I Girls 

1 2 Irving 

13 Jamaica 

14 Manual 

1 5 Morris 

16 Newton 

1 7 Richmond Hill 

18 Stuyvesant 

19 Wadleigh 



Boys 



335 

314 

417 
476 



235 



Girls 



20 

478 
718 



517 



Totals 



335 
129 

314 
417 
476 
128 
211 
454 
18 

AO 
478 
718 

66 

674 
520 

71 

70 

235 
517 



5-871 



In some cases not all the applicants could be accommodated 
at the school where first they applied, and so were not admitted. 
In most cases pupils who were refused admission where they 
first applied secured admission later to other high schools which 
were evidently their second choice. In few cases, however, the 
figures given of the pupils actually admitted seem to show that 
some 100 or more pupils (evidently for the most part girls) 
decided not to enter any high school at all, when refused ad- 
mission to the school of their choice. On the other hand, the 
entering classes were slightly increased later in February by 



20 Elimination of SUidents in Public Secondary Schools 

boys and girls who had appHed but had been refused admission 
to the preparatory departments, respectively, of the College of 
the City of New York and the New York City Normal College 
and who then turned to the regular public high schools. There 
will therefore be found some discrepancies between the appli- 
cations for admission and the actual admissions with which we 
are directly concerned. 

The following table gives the actual number of admissions 
to the entering (lA) grade of February, 1906, as copied from 
the ofiEicial monthly reports of the various high schools for 
January and February, 1906. 



TOTAL PUPILS ADMITTED JANUARY AND FEBRUARY, 1906 





January, 1906 


February, 1906 






High School 


Boys 


Girls 


Boys 


Girls 






P. s. o.s. 


P. s. o.s. 


P.S. O.S 


P. S. O.S. 


Boys Girls 


Total 




310 7 

51 

282 

348 6 

431 11 

57 

51 

79 3 

8 

20 





13 

223 13 

149 

33 

27 

183 





78 




59 
III 21 
214 II 

10 

20 

400 4 

491 

47 

411 7 

274 

38 

36 



S17 


12 7 
I 

17 43 
44 26 
25 29 

1 I 
5 
5 




4 

15 

18 

2 

2 

33 32 




5 





22 1 

4 



45 2 
177 13 

14 

24 I 
9 




68 


336 ... 

52 83 

342 
424 
496 

59 59 

56 155 

87 229 

8 10 

20 20 

451 

681 

17 61 

251 443 

167 283 

35 38 

29 36 

248 

... 585 






135 


Clinton 


342 


Commerce 

Commercial 


211 
424 
496 


Eastern 

Erasmus 

Far Rockaway . . 

Flushing 

Girls 


118 

316 

18 

40 
451 




681 


Jamaica 

Manual 


78 
694 
450 


Newton 

Richmond Hill. . 

Stuyvesant 

Wadleigh 


73 

65 

248 

58s 


Totals 


2,26s 40 


2,706 43 


177 145 


368 17 


2,627 3,134 


5,761 



Note. — P. S.^Public Schools. 



O. S. — other than Public Schools. 



Percentage of Public Elementary School Graduates Who 
Entered Public High Schools in New York City Janu- 
ary AND February, 1906 

It is not necessary for the purposes of our study to find out 
the exact percentage of all the elementary school graduates of 
January, 1906, who entered high school. Indeed such figures are 
nowhere published by sexes at present. However, we may, by 
using the official total of 9,186, compare this with the 5,516 
pupils who entered from public elementary schools (5,761 less 
245 from other schools) and find that 60 per cent so entered. 



Study of Entering Population 



2l 



Using our approximate division of boys and girls we find 
that about 57 per cent of the boys who graduated from the 
elementary schools have entered high school and that about 63 
per cent of the girls similarly entered. 

Comparison of Total Numbers 

There were admitted to the nineteen public high schools at 
the time of the inception of this study in all 5,761 pupils (2,627 
boys and 3,134 girls). To the particular eleven schools where 
this investigation was begun there were admitted 4,520 pupils, 
61 per cent of the total (1,634 boys and 2,886 girls). 

The 1,002 pupils (382 boys and 620 girls) for special study 
represent 17.4 per cent of the first total, 14.7 per cent of the 
boys and 19.8 per cent of the girls, who entered high school. 
Of this total we may say we are dealing in our study with 
approximately one-sixth of the total entering number or in the 
neighborhood of one-eighth of all the boys and one-fifth of all the 
girls who entered at this time. The thousand chosen fairly 
represent the totals in respect to both hereditary and environ- 
mental conditions. 

A preliminary classification of the pupils selected for the in- 
vestigation is here given. 

TOTAL ADMISSIONS TO THE ELEVEN HIGH SCHOOLS SELECTED FOR 
INVESTIGATION; JANUARY AND FEBRUARY 1906 



Borough 



School 



Manhattan... DeWitt Clinton. . . 

" ... Wadleigh 

" ... Commerce 

" ... Irving 

" ... Stui'vesant 

Bronx . . . Morris 

Brooklyn . . . Girls 

" ... Erasmus Hall .... 

" ... Eastern District. . 

" ... Manual Training. . 

Richmond . . . Curtis 

Total 



Boys 



342 
424 



248 
167 



87 

56 

251 

59 



1,634 



Girls 



585 

681 

283 

45 1 
229 
155 
443 

59 



Total 



342 

585 
424 
681 
248 
450 

451 
316 
211 
694 

118 



Selected 



Classes Boys Girls Total 



62 
38 



37 
33 
58 



63 



61 
127 

59 
121 

62 
lor 

90 

117 

86 



58 



SECTION III 



AGES 

The first point to be considered in a study of our recorded 
group is their ages on entering. 

Since a study of the table furnished by the City Superintendent 
giving the ages of elementary school graduates shows there is 
no substantial difference between the ages of the boys and the 
girls who graduated in January, 1906, we have not separated the 
sexes in our table. We give first the figures of the City 
Superintendent and then the distribution by ages of our recorded 
group. 

AGES OF ELEMENTARY SCHOOL GRADUATES 



Borough 


Und'r 
13 


13 to 
14 


14 to 
IS 


15 to 
16 


16 to 
17 


17 to 

18 


18 to 
19 


19 to 
20 


Total 

OF ALL 


Manhattan. 
The Bronx. 
Brooklyn. . 




443 
73 

234 

21 

8 


2,189 
460 

1,440 

244 

63 


3>248 
642 

2,661 
469 
114 


2,111 
441 

1,975 

351 

93 


669 
201 
699 
122 
49 


117 
27 

134 
17 

5 


13 
2 

15 
2 


I 


8,791 
1,846 

7,is8 


Queens. . . . 




1 ,226 


Richmond . 




332 


Totals. . . . 


779 


4,396 


7.134 


4,971 


1,740 


300 


32 


I 


19,353 



From this table it appears that a little over 60 per cent of 
the graduates of the elementary schools are of the normal age, 
and about 40 per cent over the normal age. 

The following table shows the average ages of the children 
graduated from the elementary schools during the year: 



Borough 



Manhattan, 
The Bronx 
Brookl5m . . 
Queens . . . . 
Richmond . 



Boys 



Yrs. Mos 



14 
14 
14 
14 
14 



9 

10 
10 



Girls 
Yrs. Mos. 



14 
14 
14 
14 
14 



10 
3 



Study of Entering Population 



23 





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24 Elimination of Students in Public Secondary Schools 

Age and Ability 

As the table shows, the age at which the greatest number 
of pupils enter high school is nearly fourteen and one-half years. 
Inasmuch as children cannot be legally registered in the first 
grade of the New York City elementary schools until they are 
six years old and since the course is eight years long, we would 
expect to find but few pupils ready to enter high school until 
they were at least fourteen. As a matter of fact the average 
age at entrance to the first grade of the elementary school is 
nearly seven years. Our table of ages, however, shows that 
approximately three-tenths of the entering high school population 
are under fourteen. 

In the case of pupils who graduated from the elementary 
school in less than the regulation eight years, since many more 
pupils lose a year than gain one, there is good reason for 
believing that our group contains the more able of the elementary 
school graduates. 

The actual number of special promotions for any one term 
as compared with the total number of promotions may be seen 
by comparing the following figures : For the term preceding the 
beginning of the investigation there were in all the elementary 
schools of New York City a total of 434,706 promotions of 
all kinds. During this same term there were 19,155 special or 
mid-term promotions — a ratio of approximately one in 22.7. To 
a certain extent then these figures may be taken as indicating 
that the pupil who graduates under fourteen years is more suc- 
cessful in school than twenty-one of the pupils regularly pro- 
moted. Indeed the following quotation from the Report of 
Superintendent Maxwell, 1906, gives us some basis for extend- 
ing the term " exceptionally successful " tO' most of the pupils 
who enter high school under fifteen years of age: 

" It is evident that comparatively few children are sent to 
the elementary schools at six years, the age at which they are 
legally entitled to enter the grades, and that a large number 
do not enter until they are eight. These facts have an import- 
ant bearing on the interpretation of the tables of ages by grades. 
Here, however, we are concerned only with the very important 
condition that the majority of the children are considerably over 
six when they enter school." 



Study of Entering Population 25 

It may no longer be urged that while the age for the first com- 
pulsory attendance was eight years, and that for graduation by 
normal promotion was sixteen years, in reality the majority of 
parents take advantage of the permission to enter pupils at 
six years, and so normally secure their graduation at fourteen 
years. To be sure a few may do this, but special promotions 
must account for the majority of early graduations, all of which 
goes to prove that as New York City children run, the high 
schools get more than their share of the most successful pupils 
in the city in their entering classes. 

Returning to the subject of special promotions, we must note 
that while elementary school principals make frequent use of 
power granted them to promote children, at any time when the 
child's ability seems to warrant promotion, still these promotions 
make up a very small proportion, rarely exceeding, as has been 
shown, one-twentieth of the number promoted. Yet, of the 
entering pupils nearly one-third suggest by their ages that they 
have at least been once marked for special promotion. And of 
these the 7)7 P^r cent under thirteen years of age must be cer- 
tified to as of " unusual ability," and indeed they are frequently 
the leaders in scholarship of the respective elementary schools. 

On the other hand, the pupils who are fifteen years six months 
or over, while not in the technical sense " over-age " pupils, 
still carry the suspicion that they have at least once failed of 
promotion in their elementary course although sickness and quar- 
antine may account for many such cases. When a pupil enters 
high school after his sixteenth birthday we can only very rarely 
attribute this backwardness merely to ill health. To unify and 
fix these statements on the basis of ages then, we might arrange 
a rough table of abilities which would be valuable only for the 
suggestions it might give us. 

Supposing the delay to have been due to the pupil himself 
and not to adverse conditions at home including entrance to 
school later than at six years of age we may tabulate our 
entering pupils according to the elementary school standards 
as follows : 



2 6 Elimination of Students in Public Secondary Schools 

RECORDED CHILDREN SEEN FROM THE ELEMENTARY 
SCHOOL STANDPOINT 

Approximate 
per cent of 
Age Type Boys Girls Total 

Under 13 " Extraordinary successful " 4 2 3 

13 — 13-iimos. "Very successful" 27 27 27 

14 — 14-1 1 mos. " Successful " 35 38 2>7 

15 — 15-1 1 mos. "Rather unsuccessful" 22 24 23 

16 — 16-11 mos. "Unsuccessful" 10 8 9 

17 and over "Very unsuccessful" 2 i i 

100 100 100 

From this table it would appear that the high schools get 
the most successful graduates of the elementary schools in about 
one-third of its entering children and its staple in about one- 
third, together a total of two-thirds upon which the elementary 
school has set its stamp of decided approval. 

Whether the pupils who were most successful in the ele- 
mentary schools drop out of high school as quickly as the duller 
ones is one of the questions to be answered in this research, 
but at the very start we must notice that the high school pupils 
will largely represent a selected class of successful elementary 
school pupils. 

Legal School Age 

Aside from showing ability which should enable the pupil to 
remain in high school, the ages may have a bearing upon the 
time when a pupil is permitted to drop out of his school. 

It is well to note from the start that the compulsory educa- 
tion law included in 1906 the ages eight to fifteen so that a pupil 
to leave school, to do nothing specific, must legally be sixteen 
years old. " Work certificates," however, may be immediately 
issued to all children of fourteen or over that are included in 
our records. If the compulsory education law had then been 
capable of complete enforcement we could calculate from our 
table exactly the earliest date at which each school child would 
have the possibility of leaving school presented to him. Ac- 
cording to the legal possibilities we may make the following 
classification : 

May legally leave at once to go to work 69 per cent 

May legally leave by or before the beginning of 

the second term 86 per cent 



Study of Entering Population 27 

May legally leave by or before the end of the 
second term 96 per cent 

An examination of these per cents should weaken to some 
extent the value of an explanation frequently offered to account 
for the high school elimination, namely : " The pupils enter high 
school to comply with the compulsory education law and leave 
as soon as the law allows." Legal requirements would hold 
less than four per cent after the first year. Or in other words, 
if all left school as soon as they were legally entitled to seek 
employment there would be an elimination of 96 per cent in the 
first year of our investigation. 

Ages of Brothers and Sisters 

There are nearly twice as many boys who are either the young- 
est in the family or are children with no brothers or sisters, 
as there are all other boys (with younger brothers or sisters) 
combined. 

Among the girls however we find more girls that have younger 
brothers or sisters than we do girls who are without brothers 
or sisters or who are the youngest in the family. 

This contrast is marked and may perhaps be taken as evi- 
dence that often when family resources are meagre the older boys 
are sent to work and only the youngest boys are sent to high 
school. The older girls on the other hand are frequently sent 
to high school, it appears, possibly in the hope of making teach- 
ers of them and so of gaining assistance for the family in a 
more substantial way than they could hope for as shop girls or 
factory workers. We cannot but note if "our surmise be a true 
one that the general public hopes to find for their children in 
the high schools not primarily a broadened intellectual life, nor 
culture, nor training, but instead chiefly at least a means to 
making better wages and so in the end to helping the family 
itself. 



> 8 Elimination of Students in Public Secondary Schools 
" How many children younger than you are there in your family f 



Blank (no answer) . . 

None younger 

One younger 

Two younger 

Three younger 

Four younger 

Five younger 

Six or more younger 

Totals 



Man- 
hattan 
AND Bronx 



Boys Girls 



fi3 
42 



26 
13 

5 



^25 
75 
45 
33 
19 



3" 



Brooklyn 

AND 

Richmond 



Boys Girls 



37 

104 

8 

6 

6 



[70 

86 

24 

17 

7 

5 



310 



Total 



Boys Girls 



37 
217 

50 
29 

32 
14 



387 



170 
211 

99 
62 

40 
24 
10 

5 



621 



Totals 



207 
428 
149 

91 

72 

3S 
i9 

7 

1 ,008 



Age and Health 

The question was asked " What serious illness have you 
had?" The word "serious" was defined as one in which the 
sick person's life was in danger or a sickness " one might have 
died of." To prevent the tabulating of infant's diseases and to 
confine ourselves to sickness which would directly interfere with 
school work at the time of the sickness, the date of each illness 
was asked. Where the sickness occurred in infancy or before 
they first entered school, the children were asked not to record 
the disease, and if recorded the disease was not tabulated. 



What serious illness have you had? 



Manhattan 


Brooklyn 






AND 


AND 


To 


TAL 


Bronx 


Richmond 






Boys 


Girls 


Boys 


Girls 


Boys 


Girls 


41 


55 


25 


59 


66 


114 


lOI 


152 


94 


156 


195 


308 


2 


4 


2 


4 


4 


8 


6 


25 


14 


20 


20 


45 


13 


II 


4 


21 


17 


32 


27 


26 


13 


25 


40 


51 


4 


4 


3 


7 


7 


II 


4 


10 


2 


8 


6 


18 


4 


5 


2 





6 


5 





6 





4 





10 


18 


13 


3 


5 


21 


18 


220 


311 


162 


309 


382 


620 



Totals 



Blank 

No serious disease 

Appendicitis 

Diphtheria 

Pneumonia 

Scarlet fever 

Typhoid 

Two of above 

Serious accidents 

Nerve or brain diseases 
Miscellaneous 

Totals 



180 

503 
12 

65 
49 
91 
18 
24 
II 
10 
39 

1,002 



Study of Entering Population 29 

Again the investigator has to plead guilty to an oversight in 
arranging the question card for the pupils. The question was 
asked " What serious illness have you had ? " with the idea of 
finding the possible relation between serious illness and the en- 
durance, mental and physical, required by a high school pupil. 
There was also present a desire to find the connection, if any, 
between illness and the entering age. The mistake lay in not 
also asking the question : " How many terms of school did you 
lose through sickness or quarantine ? " The answer " None," 
" One," etc., would help us in finding out how many of the 
older entering pupils had been kept back by ill-health rather than 
by lack of mental ability. 

However, even with the figures we have, we may form some 
idea of the situation. Our answers tell us that about one-third 
of the total number of our recorded pupils have suffered from 
some serious illness since their school life began. As bearing 
upon our study of the success of our pupils in elementary school 
work this fraction would tend to show that our estimates of this 
success is extremely conservative because if one-third of our 
pupils suffered serious illness, the supposition that most of these 
children were retarded at least one term in their elementary 
school course is not at all absurd. 

The arrangement by boroughs is without special significance. 
The comparison was made for the purpose of finding out if our 
recorded pupils in one locality were more free from disease than 
those in another. There seems to be practically no difference in 
the main. The differences that appear under diphtheria and 
pneumonia seem if anything to be sex differences rather than 
borough differences and are probably of no particular value to 
our study. 

A second question bearing upon the health of the pupils and 
their fitness for hard study was the question " Do you have 
severe headaches ? " A " severe headache " was defined as a 
headache sufficiently painful to prevent the pupil from studying 
while it was present. Unless the headaches were stated to recur 
more frequently than once a month the answers were not tabu- 
lated as "Yes," but as "Rarely." 

The answers are tabulated as follows : 



3 o Elimination of Students in Public Secondary Schools 

Boys Girls Totals 

Blank o o o 

"No" or "Never" 305 451 756 

" Rarely," " Very seldom " 26 35 61 

"Yes" 51 134 185 

382 620 1,002 

These totals show that over 18 per cent of our group do 
suffer from more or less regular headaches. 

As might be expected from their indoor life and manner of 
dress as well as from other physiological causes the girls are the 
greater sufferers. Approximately two girls in nine suffer from 
frequent headaches while but one boy in seven similarly suffers. 

That this matter of headaches stands as handicap in the way 
of progress of any pupil almost all physicians unite in affirm- 
ing. If these pupils with frequently recurring headaches perse- 
vere as well as the non-sufferers it must be at the expense of 
more mental energy and through the possession of a more serious 
determination to succeed. 

The answers to the question " Do you wear glasses ? " are 
now given. 

Boys Girls Totals 

Blank o 

No 345 535 880 

Yes 37 85 122 

382 620 1,002 

In simpler ratios we may say that about one in ten of the 
boys and one in seven of the girls wear glasses. 

The question regarding eye-glasses accompanied the one con- 
cerning the presence of headaches to see if there was any con- 
nection between the wearing of glasses and freedom from head- 
aches. No such freedom appears from a comparison of the 
answers. Of the 37 boys and 85 girls who wear glasses we 
find that almost exactly half of each group complains of regular 
and frequent headaches despite the fact that they wear glasses. 

This would tend to show either that these regular headaches 
do not in many cases arise from eye-strain or else that many 
pupils are suffering from poor and ill-adjusted glasses.* From 

* This qviestion of imperfect vision and eye-strain has at this later 
date of 1910 become more widely appreciated than it was in 1906. Great 
pressure is now brought to bear upon parents, to have their children's 
eyes properly fitted with glasses when such need is discovered. 



Study of Entering Population 31 

experience with pupils on this very point the investigator indines 
to the latter explanation as more credible. 

It still might be not an entirely irrational prophecy based 
upon the fact that half of those who wear glasses suffer no 
headaches, to state that if our one hundred and twenty-four 
pupils, who suffer from headaches and wear no glasses, were 
to secure properly fitted glasses there might be a decided lessen- 
ing in the number who formerly suffered. 

One startling defect, however, still exists and it is one that 
demands attention. Parents who regard the remedy of defec- 
tive vision as a fad or an extravagance will when sufficiently 
" persecuted " by school officials provide their children with 
" glasses " which are often unsuited to the needs of the child 
whose vision is defective. Parents have even been known to 
purchase glasses at pawn shops or similar places without even 
having their children's eyes tested by an oculist at all. Simi- 
larly many irresponsible shop-keepers go through a show of 
eye testing and the fitting of glasses with no real knowledge of 
the requirements of the process. 

There appears to be now a need for the most careful testing 
of defective eye glasses as well as the testing of defective vision 
of school children. This testing of glasses is not overlooked, 
but, on the other hand, the physicians and nurses who make 
the tests do not claim to be oculists. Moreover, the schools 
are not provided with the apparatus for making accurate tests. 

A few central bureaus which children could be compelled to 
visit in school hours would probably serve to correct within a 
few months after the opening of each school year most of the 
defects due to poorly adjusted glasses. Such bureaus even ex- 
pensively and elaborately equipped might still save the city 
money through the lessening of retardation and its accompany- 
ing evils to say nothing of the increased efficiency it might give 
to hundreds of future citizens. 



SECTION IV- . 

NATIONALITY OF FATHER , , . , 

Up to the time this study was begun (February, 1906) there 
had been no detailed record of the nationality of the fathers of 
our high school pupils. Such a study as was then made (Febru- 
ary, 1906) must seem crude and incomplete when compared 
with the extremely careful and exact investigation made by the 
United States Immigration Commission in December, 1908. Had 
the investigator known more about ethnography, or had he been 
able to explain to the pupils the racial distinctions of a nation 
like Austria-Hungary (with its nineteen races) a more useful 
tabulation might have been secured from our recorded pupils. 
As it is, we still have some interesting totals which we might 
briefly note, though for our discussion we shall use the summar- 
ies from the tables prepared for the United States Immigration 
Commission. 

As we look over these tables it may help us to understand 
the situation if we keep in mind the ratios given below from 
the Census of 1909 for the country, state, and city. 

Residents of U.S. N. Y. S. N. Y. C. 

Per Cents 

Father born in U S 65.7 40.6 23.1 

Father born in other countries 34.3 59.4 76.9 

100 100 100 

COUNTRY OF FATHER'S BIRTH 



Blank 

U. S. A 

Austria 

Hungary 

Bohemia 

Canada English 
Canada French 
Denmark 

32 



Boys 



Girls 



16 


25 


41 


153 


293 


446 


16 


19 


35 


7 


5 


12 


I 


2 


3 


3 


6 


9 





4 


4 


3 


2 


5 



Total 



Study of Entering Poptdation 
COUNTRY OF FATHER'S BIRTH— Continued 



33 



Boys 



Girls 



Total 



England , 

France 

Germany , 

Holland, Belgium. 

Ireland 

Italy 

Norway 

Poland 

Russia 

Roumania 

Scotland 

Sweden 

Switzerland 

Spain 

Turkey (Armenia) 
European Hebrew 



15 

I 

53 

3 

30 

10 



51 
4 
7 



5 
90 

I 
46 



45 



14 



620 



47 
6 

143 

4 

76 

15 



96 

6 
21 



1 ,002 



Report of Immigration Commission 

Summarized tables of the parentage of our high school pupils 
have been prepared from the statistics collected by the United 
States Immigration Commission. These tables and practically 
all that follows were secured for this investigation from data 
most generously furnished by Associate Superintendent Edward 
L. Stevens to whom acknowledgment is again made at this time. 

The first table shows the totals for boys and girls attending 
high school in December, 1908. 



[Note. — One may be led to criticise the classification here followed on the 
basis that the Hebrew should not be separately classified because of his 
religion. 

In my own early classification no such distinction was made, all parents 
being tabulated according to the country of birth. However, in using the 
figures furnished by the U. S. Immigration Investigation of 1908, I was 
obliged to classify Hebrews as our Government had done — that is, as a 
distinct race regardless of the country of birth. The reason given for this 
was the infrequency of intermarriage, keeping the Hebrew racial stock 
nearly pure and so racially separate, no matter what language was spoken 
or where citizenship was established.] 



3 4 Elimination of Students in Public Secondary Schools 

1908 HIGH SCHOOL ATTENDANCE FOR GREATER NEW YORK 



Parentage of Pupil 



American White 

American Negro 

Bohemian 

Bulgarian 

Canadian English 

Canadian French 

Chinese 

Croatian 

Danish 

Dutch 

English 

Finnish 

French 

German 

Hebrew German 

Hebrew Polish 

Hebrew Roumanian 

Hebrew Russian 

Irish 

Italian North 

Italian South 

Japanese 

Lithuanian 

Magyar 

Norwegian 

Polish 

Roumanian 

Russian 

Ruthenian 

Scotch 

Slovak 

Slovenian 

Spanish American 

Swedish 

Welsh 

Austrian 

Armenian 

Swiss 

Syrian 

Negro, foreign 

Portuguese 

Cuban 

American Indian 

West Indian 

Turk 

Flemish 

Greek 

Spanish 

Scotch Irish 

Dalmatian 

Bermuda English 

Australian white 

Australian English Chinese 

Total 



Boys 



Girls 



4,666 


6,610 


II ,276 


78 


123 


201 


51 


31 


82 


9 





9 


84 


131 


215 


13 


25 


38 


5 


2 


7 


2 





2 


47 


130 


177 


18 


23 


41 


323 


598 


921 


6 


II 


17 


67 


103 


170 


1.330 


1,443 


2-773 


624 


652 


1 ,276 


171 


i6s 


336 


143 


no 


253 


1,661 


1-354 


3,015 


618 


T.043 


1,661 


148 


105 


253 


194 


92 


286 


3 





3 


7 


4 


II 


67 


S3 


120 


49 


76 


125 


35 


31 


66 


13 


8 


21 


36 


87 


123 





2 


2 


140 


244 


384 


5 


5 


10 


2 


I 


3 


38 


34 


72 


lOI 


164 


265 


7 


24 


31 


9 


II 


20 


4 


I 


5 


3 


I 


4 


3 


2 


5 


S 


5 


10 


I 


I 


2 





3 


3 


I 


I 


2 





4 


4 


I 





I 





I 


I 





5 


5 


3 


6 


9 


3 


4 


7 



Total 



10,797 



13,531 



24,328 



Study of Entering Population 



35 



1908 TOTAL HIGH SCHOOL ATTENDANCE ARRANGED BY 
PRINCIPAL COUNTRIES 



Parrntage of Pupil 



American white - 

Russian Hebrew , 

German 

Irish , 

German Hebrew 

English 

Italian North and South . . . . 

Scotch 

Polish Hebrew 

Swedish 

Roumanian Hebrew , 

Canadian English , 

American Negro 

Danish 

French 

Norwegian 

Russian 

Magyar (Austria-Hungary) . . 

Bohemian 

Spanish American , 

Polish 

Holland Dutch 

Canadian French 

Welsh 

Roumanian 

Austrian 

Scattering Foreign , 

Unclassified Foreign Hebrew, 

Total 



Boys 



4,666 
i,66i 

1.33° 
6i8 
624 

323 
342 
140 
171 

lOI 

143 

84 
78 

47 
67 
49 
36 
67 

51 
38 
35 
18 

13 
7 

13 
9 

66 
666 



II ,463 



Girls 



6 , 610 
1.354 
1.443 
1.043 
652 

598 
197 

244 

165 
164 
no 

131 

123 

130 

103 

76 

87 

53 

31 

34 

31 

23 

25 

24 

8 

II 

59 

458 



13.987 



Total 



II ,276 

3.015 

2,773 

1,661 

1 ,276 

921 

539 

384 

336 

265 

253 
215 
201 
177 
170 

125 
123 
120 
82 
72 
66 
41 
38 

31 
21 

20 

125 
1 , 124 



25,460 



Boys Versus Girls 

Comparing first the relative number of boy pupils with girl 
pupils of the same race, it is interesting to note that the English- 
speaking parents send a much higher percentage of girls to the 
high schools than of boys. This is especially true of the children 
of Irish parentage where the ratio is approximately ten girls 
to six boys. 

Two races alone of those that are represented in any con- 
siderable numbers send more boys than girls to high school : 
The Hebrew races — Russian, German, Polish, Roumanian, etc., 
send more boys than girls to the high school in the approximate 
ratio of five boys to four girls (3,265 boys to 2,739 girls). 
Again the Italians, of whom there is a constantly increasing 



36 Elimination of Students in Public Secondary Schools 

number in New York City, send more boys than girls to high 
school. Here the ratio is, as seen, approximately three boys 
to two girls. 

The ratio of sex in the high schools of America, so far as 
can be secured from obtainable figures, is, according to the com- 
putations of Superintendent Stevens, approximately four boys 
to six girls (43 per cent boys, 57 per cent girls) which makes 
the larger ratio of boys from Hebrew and Italian parentage 
still more marked. 

General Population Versus High School Population 

Regarding the relative representation in the city and in the 
high schools of the predominating nationalities we could speak 
with more certainty if we had the results of the Census of 1910 
which are not yet obtainable. 

We must then make our comparisons between the city popu- 
lation of 1900 and the high school population of 1908. (In the 
Census of 1900, Hebrews are not separately tabulated but are 
distributed with Russians, Germans, Polish, and " other coun- 
tries.") 

POPULATION OF NEW YORK CITY 



Countries of Origin 



Numbers 



High 

Schools 

1908 



Population 
1900 



Percentage 



High 

Schools 

1908 



Population 
1900 



United States. . 

Germany 

Russia 

Ireland 

England 

Italy 

Poland 

Scotland 

Sweden 

Canada, English 

Denmark 

France 

Norway 

Canada, French . 

Wales 

Other countries . 

Total 



11.477 

4,049 

3 , 166 

1,661 

921 

539 

392 

384 

265 

215 

177 

170 

125 

38 

31 

1,942 



907.351 
735.992 
240 ,805 
649.302 
116,044 
217 ,920 
51 .621 
37,668 

41.234 

19,623 

8,223 

23,203 

16, 746 

3.899 

3,119 

361,472 



45-1 
15-9 
12 .4 

6.5 

3-6 

3-1 

1-5 

1-5 

1 .0 

.8 

.6 

.6 

.5 

.1 

. I 

7.6 



26 .4 
21.4 
7.0 
18.9 
3-4 
6.4 
1-5 

1 .1 

1 .2 
.6 
.2 

•7 

•5 

.1 

.1 

10.5 



25.452 



3.434.222 



100. o 



Study of Entering Population 37 

In making all deductions a large allowance must be made 
for the changes in relative population in eight years 1900-1908. 
The reader is urged to keep constantly in mind this marked 
difference. 

From this table we find that while native-born parents formed 
but 26.4 per cent of the population in 1900, such parents fur- 
nished nearly half of all the children in high school in 1908. 

On the other hand, we find that over half of all the children 
in high school are children of foreign-bom fathers. Not all of 
these children however are of non-English speaking parentage. 

On the basis of the native language of the father, we have a 

comparison as follows : 

1908 1900 

Native Language High School Population 

Per Cent Per Cent 

English Speaking 57.5 61.4 

Non-English Speaking 42.5 38.6 



The brunt of all the struggle to educate children first in the 
English tongue and second in the subjects of instruction, rests 
of course upon the elementary schools where it remains con- 
stantly a most vexing problem. 

However, in the high school, though all pupils understand 
English perfectly, still a surprisingly large number of pupils 
speak it imperfectly. This is largely because of the confusion 
of English and foreign idioms and an imperfect acquaintance 
with good usage at home, particularly in the matter of our 
irregular verbs. Yet the real handicap which a high school pupil 
of non-English speaking parentage suffers is from the bar which 
is raised between teacher and parent in the matter of a clear 
understanding of school aims and school requirements. That 
so many of our pupils of foreign born parents succeed even 
better than the children of the native born is a high tribute to 
the indomitable courage and perseverance of these pupils and 
their parents. 

Comparing the percentage of population in the city at large 
with the percentage represented in the high schools we find 
the Irish to be apparently the most poorly represented. Form- 
ing about 19 per cent of the population they furnish but 6.5 per 



38 Elimination of Students in Public Secondary Schools 

cent of the high school pupils. Next come the Italians who 
made up in 1900 6.4 per cent of the population and furnished 
in 1908 but 3.1 per cent of the high school pupils. 

These figures are in part misleading if they are taken to 
represent the fixed attitude of these parents toward secondary 
education. Most Irish and Italian immigrants are extremely 
poor when they land in this country. The struggle for the 
necessities of life presses too hard upon them to permit their 
children to continue in school after the legal age for employ- 
ment (14 years). With the second generation we find a decided 
increase, in the percentage of girls of Irish-American extraction. 
Though these girls are not separately tabulated, a perusal of the 
high school roll-books will show that the distinctively Irish 
names appear in sufficient numbers to justify this statement. 
The Italians, however, have not as yet made the same advance. 
On the other hand the Hebrews despite all limitations of poverty 
or deprivation send from the very first their children to the 
high schools in large numbers. 

Our tables for Russia (largely Russian Hebrews) show that 
whereas Russian parents make up but 7.0 per cent of the popu- 
lation in 1900, they furnish 12.4 per cent of all the high school 
pupils in 1908. A large influx of Hebrews between 1900 and 
1908 makes this race's devotion to education appear greater 
in our tables than it really is. 

However, the fact remains that of all the races represented 
in considerable numbers the Hebrews far exceed all others, in- 
cluding the native born Americans, in their appreciation and use 
of the New York City high schools. 



'V, 



SECTION V 

OCCUPATIONS OF PARENTS 

Regarding the occupations, we have more difficulty in estab- 
lishing a true classification, because of the indefinite way in 
which many pupils answered Question 3 on the register card 
" What is your father's business ? " It is perhaps but natural 
for a boy or girl to give the most high-sounding title permissible 
to his or her father's occupation; therefore it is necessary in 
many cases to allow considerable latitude in the application of 
some terms used by the pupils. For example, in some known 
instances children applied the term " tailor " to their father's 
occupation when the parents worked at some special bit of 
piecework in a sweatshop. In the same way, it is often hard 
to distinguish in nomenclature between the head of a shop in 
which certain things are made and the salesman or employee 
in the same shop. In a few known cases the children did not 
distinguish between the employer and employed so far as the 
nomenclature was concerned. Therefore, in the classification 
" tradesmen " especially, there will probably be found a small 
percentage of wrongly classified occupations. For example, 
when a child answers butcher, the parent may be either a salaried 
employee who may be discharged on a week's notice or the owner 
of the shop. 

However, with all possibility of error fully recognized, there 
still will be found in the tables a fund of information as to 
the occupations of the parents who send their children to high 
school, even though in certain cases we are unable to deter- 
mine with extreme accuracy the occupation referred to by the 
pupil. 

A classification like that followed in the U. S. Census of Occu- 
pations 1906, would be too vague if we were to use only the 
five large headings : 

39 



40 Elimination of Students in Public Secondary Schools 

Agricultural Pursuits, 

Professional, 

Domestic and Personal, 

Trade and Transportation, 

Manufacturing and Mechanical. 

So a classification peculiar to this article is used. 

No classification would satisfy all workers and the following 
arrangement has many faults. It will, however, save the reader 
some of the difficulties attending the reading of a very long 
alphabetical list. 

FATHER'S OCCUPATION 





Total 


Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 


Rich- 
mond 


Blank 

Dead 

Retired 

Invalid 


89 
76 

13 

I 


37 

44 

II 

I 


38 
29 

2 



14 

3 




Professional 

Architect 

Civil engineer 

Dentist 

Doctor 


179 

4 

3 
2 

9 

4 
10 

4 


93 

2 

I 
I 

I 
3 

5 
2 


69 

I 
I 
I 

5 

I 

5 
2 


17 

I 
I 


3 



Elec engineer 


Lawyer 





Minister 









Semi-professional 
Artist 


36 

6 

2 

I 

4 
2 

7 
2 
I 
5 
3 
I 
I 


15 

4 



2 
I 

4 


2 

2 
I 



16 

I 
2 

I 
I 
2 
I 

3 
2 

I 

2 



I 


5 

I 


Chemist 





Curator 





Draughtsman 





Drugrsfist 





Editor 





Musician 





Music teacher 





Photographer 





P. S. Teacher 


I 


Sculotor 


I 


Singer 





Survej'^or 











36 

I 
I 


16 





17 

I 
I 


3 



Undertaker 











2 





2 






Study of Entering Population 



41 



FATHER'S OCCUPATION— Coj-^imM^d 





Total 


Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 


Rich- 
mond 


Federal or City Employee 
Caretaker 


4 

12 

2 

4 
21 

7 
9 

2 


3 

7 
I 

I 

14 

I 

5 

I 


I 

4 

I 

3 
6 

5 
4 

I 





Civil service 


I 


Custom house 





Fireman 





Policeman 


I 


Political appointment 


I 


Postman 





Street Cleaner 









Artisans 
Blacksmitli 


61 

3 

8 

21 

I 

4 

2 

II 

26 

9 

12 

I 

2 5 

22 

3 

I 
I 


Si 

2 

4 
12 
I 
2 
2 
5 
9 
6 
8 
I 

13 
10 

I 
I 



25 

I 

4 
6 


2 

5 
17 
2 

4 



10 

9 
2 


I 


3 



Cabinetmaker 





Carpenter 


3 



Carver 


Electrician 





Fire v'i'z 





Mason 


I 


Metal worker 

Painter 




I 


Plumber 





Roofer 





Stationary engineer 


2 


Contractor and builder 

Carriage maker 


3 



Piano maker 





Ship builder 









Printing Trades 
Compositor 


150 

29 

4 

I 
I 


77 

14 



I 


63 

14 

3 

I 



10 

I 


Engraver 


I 


Publisher 





Printer 









Transportation 
Chauffeur 


35 

I 
6 

9 
2 

3 
2 

I 
I 

4 
I 
I 
4 
4 
I 


15 

I 

3 
4 
2 
I 
2 



3 




4 

I 
I 


18 


3 
5 

2 

I 
I 
I 
I 



3 



2 



Coachman 





Driver 





Expressman 





Longshoreman 





Milkman 










Pilot 










Sea captain 





Seaman 


I 


Steam R. R 





Street car conductor 

Street car motorman 







42 Elimination of Students in Public Secondary Schools 
FATHER'S OCCUPATION— CowiwM^d 





Total 


Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 


Rich- 
mond 


Transportation — Cant . 
Truckman and mover 


4 

2 






4 
2 





Telegrapher 









Clerical Assistants 
Bar clerk 


46 

I 
28 

3 

15 

2 

3 


22 



12 
3 
7 
I 



23 

I 

14 

8 

I 
3 


I 



Bookkeeper 


2 


Cashier (store) 





Clerk 





Collector 





Secretary 









Personal Service 
Barber 


52 

7 
I 
2 

4 

I 

4 
4 
5 
8 
2 
3 


2i 

5 
I 
2 

3 


3 
2 

4 

5 
I 
I 


27 

I 



I 
I 
I 
I 


3 

I 
2 


2 

I 


Chef 





Elevator man 





Janitor 





Turkish bath attendant 





Waiter 





Watchman 


I 


Hotel keeper 


X 


Restaurant keeper 





Laundry 





Hospital superintendent 









Middlemen {Office Workers) 
Auctioneer 


41 

I 
12 
22 
12 

30 

21 

2 

I 
5 


27 

I 
6 

12 
4 

15 
6 
2 
I 
3 


II 


6 
9 
7 
14 
13 


2 


3 



Broker 





Commission agent 

Insurance agent 


I 
I 


Real estate agent 


I 




2 


Theatre agent 

Transportation agent 

Unclassified ("agent") 







Unclassified 
"Fireman" 


106 

20 
8 

I 
7 


50 

12 

4 


4 


51 

7 
3 

I 
2 


5 
I 


"Factory hand" 


1 


Knitter 





Laborer 


I 






Manufacture and Trade 


36 

I 

4 

3 

15 


20 



4 

2 

II 


13 




4 


3 

I 


Baker 





Brewer 


I 


Butcher 






Study of Entering Population 



43 



FATHER'S OCCVFATIO'N— Continued 





Total 


Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 


Rich- 
mond 


Manufacture and Trade — Cont. 
Cigars 


i6 

I 
I 

2 

5 

2 
2 

2 

I 

lO 

3 

I 

2 

3 

12 

6 

2 

I 
2 

33 
54 

20 

7 


13 

I 


I 

t 

2 
I 
1 

I 

3 
2 

I 
I 
I 

9 

2 
2 

I 
I 

13 

32 
II 

I 


3 


I 
I 
I 

5 





4 



I 
3 
4 


I 
20 
22 
8 
5 





Coal 

Flowers 

Fruit 







Furnishings 

Furniture 

Furs 




5 




Garden truck 


I 


Hardware 

Ice 


I 



Jeweler 


7. 


Junk 


I 


Lumber 

Milliner 




I 


Papers and stationery 

Saloon 

Shoes 

Silk. 

Silversmith 


I 






"Stands" 





"Store" 





"Tailor" 





"Manager" (store) 


I 


"Manufacturer" 


I 




226 


126 


83 


17 



In order to gain a better basis for comparison and discussion 
an abbreviated list seemed desirable. If we disregard the smaller 
subdivisions and confine our attention to the large combined 
groups of occupations we may arrange a table as shown on 
page 44. This table gives us an approximate basis for com- 
parison between the high school entering population and the 
population of the city at large. 

In determining the percentage of the male population employed 
in various occupations, the Census of 1900 was made the basis 
for our calculations, but these figures were found in some cases 
too indefinite for our comparison, so additional information was 
sought from various sources. 

In the first place the census figures were tabulated under the 
smallest groups given and then re-classified to accord with our 
grouping of the parents of high school pupils so far as that 



44 Elimination of Students in Public Secondary Schools 



was possible. These figures were then somewhat modified by 
comparison with other sources of statistical information to give 
us the totals we used in calculating our percentages. 

It can be readily seen that our final percentages are carefully 
prepared estimates of the distribution by occupations, but will 
not be easily capable of verification because of the number of 
sources of information from which the figures were secured. 
The most uncertain figure is that given for Federal and City 
employees which might be raised to 6.0 per cent under another 
basis of classification. 



SUMMARY 
OCCUPATION OP FATHER 



Occupation 



Professional 

Semi-professional 

Artisans — contractors 

Federal and city employees 

Clerical helpers 

Office workers, agents 

Manufacturer and trade . . . 

Printing trades 

Personal service 

Transportation 

Factory — labor 



Total 



36 

36 

150 

61 

52 

106 

227 

35 

41 

46 

36 



826 



High 

School 

1906 



Per cent 



4.4 
4.4 

18. 1 
7-4 
6.3 

12.8 

27-5 
4.2 
4.9 

5-5 
4.4 



Popula- 
tion 
1900 



Per cent 



1- 

28. 

2 . 

1- 

6. 

10 . 



In comparing the percentage of males above seventeen em- 
ployed at various occupations with the per cent in these same 
occupations who send children to high school we must take 
into consideration the necessarily uncertain figures of our 1900 
Census. How many in the percentages given have any children 
at all, how many have children of high school age we cannot 
determine. 

In some ways it might have served our purpose better to 
have taken the Census of 1890 as our basis as we would thereby 
gain an estimate of more of the men old enough to have children 
of high school age. On the other hand, the influx of foreign 



Study of Entering Population 45 

born parents and immigrants between 1890 and 1900 would make 
for inaccuracy in our estimates. On the whole, our present 
plan seems the best obtainable. 

At the start we note that the children of city and govern- 
ment employees apparently use the high school to a much greater 
extent than the proportional percentage of their parents in the 
population would suggest. It seems quite evident that the 
value of a secondary education is most seriously appreciated 
by the policemen, firemen, and postmen of this city. Our re- 
corded pupils show over twice the percentage that we should 
expect on the basis of an equal representation in school and in 
the city population. This may, however, be due to our classi- 
fication. 

Men engaged in the printing trades also seem to be better 
represented in high school than their numbers in the city would 
suggest. In proportion to their numbers they come next to 
the city employees in their use of the high schools. 

Third in their relative representation comes the class we have 
tabulated as professional or semi-professional occupations. 

Had we not the figures before us we would probably attribute 
to the children of the better educated parents a much higher 
per cent of the high school population. It might reasonably 
be expected that a majority of the patrons of the high schools 
would be parents with the better education. Such does not seem 
to be the case in this investigation, for the children of the pro- 
fessional and semi-professional classes form less than 9 per cent 
of the children recorded. 

Among the explanations offered, are the following: 

1. The children of the professional classes largely attend pri- 
vate high schools. 

2. The families of professional men are very small in com- 
parison with the families of other classes of workers. 

Fourth in their relative use of the high school comes the group 
called " Office Workers and Agents." These men are brokers, 
commission agents, insurance and real estate agents who are very 
evidently of the better educated classes themselves, — often men of 
means as their rentals indicate. That these men should send 
their children to high school in considerable number is to be 
expected. 



46 Elimination of Students in Public Secondary Schools 

Artisan-contractors, manufacturers and tradesmen send to high 
school nearly half of all the children who attend. The repre- 
sentation of these men in the population and in the high schools 
is about the same (approximately 45 per cent). 

Clerks and bookkeepers apparently do not use the high schools 
in as large a proportion as their numbers in the population 
would at first suggest but it must be recalled that very many 
men recorded as clerks, bookkeepers, etc., are young men, often 
unmarried, who are " working up " in their various lines of 
business. 

Those engaged in transportation (drivers, truckmen, street 
car employees) ; are not as well represented as most groups, 
yet as well as we might expect, ages and salaries being con- 
sidered. 

As bearing upon the use made of the high school by the chil- 
dren of artisans, mechanics and other skilled hand workers, 
there may be another factor beside the ambition of the parents 
in impelling the boy or girl to attempt a secondary education. 
This may be illustrated by the following condition : 

The writer had occasion in a neighboring city to compare the 
parentage of the children attending the two high schools there, 
the one a classical school of the older type, and the other a 
manual training school. It was observed that the classical school 
drew not only from the richest classes (where a college educa- 
tion was assured the boy or girl) but equally or even more 
from the classes where manual work in factories or shops was 
bound to be the ultimate occupation of the majority of children. 
On the other hand, the manual training school was patronized 
very largely by parents whose own work was largely or wholly 
brain work and whose children never did manual work outside 
of school. 

The reason why the children of the brain workers should seek 
to acquire some manual dexterity is more obvious than the 
reason why the future manual workers should avoid the training 
that was intended to be directly useful to them. So far as the 
writer was able to explain this condition he found it to rest 
upon : 

I. A false pride that led the sons and daughters of manual- 
workers to look down on hand-work and seek as long as possible 
to avoid it. 



Study of Entering Population 47 

2. The idea that the study of the classics would make " ladies 
and gentlemen " of the students and give them a refinement 
that they otherwise would miss forever. 

Both of these motives, present-day educators would be rather 
inclined to class as unworthy, and yet there is much in the 
elementary education of boys and girls to-day to force them into 
just such conclusions. The standard argument for making a boy 
study when he wishes to leave for work, or even when he fails 
in his daily lesson, is the horrid example of the day-laborer. 
" Do you want to be a ditch-digger? " " Do you want to work 
with your hands all your life ? " are the interrogations he con- 
stantly hears. Year after year the boy hears one teacher after 
another anathematize hand-work until he regards hand-work 
somewhat as he does pauperism or crime, forgetting that hand- 
and-brain-work may be labor of the very highest type. 

The cultural benefit of the classics has already begun to be 
more truly estimated by students of education, but in the schools 
the classics are still all-powerful things to conjure with. The 
elementary school boy who cannot see the use of English gram- 
mar (which Shakspere never studied) is told that it will give him 
" culture," make him more refined, take him from the dreaded 
hand-labor class. So there is built up in his mind a connec- 
tion between the classics and an escape from hand-labor which 
works strongly in the decisions he is called upon to make 
when he graduates from elementary school. How far this same 
spirit is found in the New York City schools the writer is 
unable to say, but it seems probable that the possibility of escape 
from manual work is a strong factor in sending some boys 
and girls to high school ; and it may be that the children of skilled 
hand-workers, who make up such a large fraction of the high 
school population, are impelled by some such motives to con- 
tinue their education when the children of other classes " go 
to business " at the end of the elementary school course. 

Returning again to our tabulations we may agree that on the 
whole the figures may well cause surprise because they appar- 
ently show that the high schools are used chiefly by the children 
of parents who themselves never, in all probability, carried their 
own education beyond the earlier years of the elementary schools. 
Even the class we have tabulated as unskilled labor is repre- 
sented by 5 per cent in high school, which on the basis of our 



48 Elimination of Students in Public Secondary Schools 

records would apparently show that approximately every other 
unskilled laborer had one child in high school. 

The democratic nature of the high school is, so far as its 
patronage goes, indicated beyond question by our records, though 
through its traditions as shown in the course of study the high 
school still stands as a representative of a training school for 
the privileged classes, the aristocracy of earlier days. In their 
struggle toward higher intellectual levels the city laborers of 
to-day send more children to the public high schools than do 
the lawyers of our city. 

The question that must constantly recur is again suggested: 
Does the curriculum which we have inherited from earlier and 
different social conditions still stand as the best one to meet the 
present situation? 



SECTION VI 



CHOSEN OCCUPATIONS OF PUPILS 



THE CHOSEN OCCUPATIONS OF BOYS 

"What do you expect to do for a living?" 

No Choice Made Partial Choice 



Blank 27 

Undecided 129 

156 (41 per cent) 

Architect 7 

Artist 2 

Banker i 

Bookkeeper 3 

Botanist i 

Brewer i 

Broker i 

Business 36 

Cheese-merchant i 

Chemist 2 

Dentist 2 

Draughtsman 3 

Electrician 9 

Engineer 5 

Civil 39 

Electrical 27 

Mechanical 5 

Locomotive i 

Steam i 

Engraver i 

Farmer i 

149 



Go to college 9 

Some profession ... 6 

1 5 (4 per cent) 

Forward 149 

Forester i 

Insurance i 

Law 24 

Literary work i 

Machinist i 

Medicine 7 

Merchant i 

Pharmacist 3 

Policeman i 

Printer i 

Salesman 2 

Ship-builder i 

Stenographer i 

Surveyor i 

Teacher 11 

Teacher of gymnastics i 

Teacher of music i 

U. S. army 2 

U. S. navy i 

211 
(55 percent) 



Studying the totals in the above table the reader will note 
that of the 355 boys who made some answer to the question 
"What do you expect to do for a living?" some 129 boys had 
not in reality or even in imagination a sufficiently clear con- 
ception of their probable or desired work to be able to state 
it in answer to a simple question. 

At first glance it may strike the reader as remarkable that 
so large a number of the boys (7 per cent Blank, 34 per cent 

49 



50 Elimination of Students in Public Secondary Schools 

Undecided) have not thought of any definite kind of work 
as means of earning a Hving. This may still seem more strange 
when one considers that within two years a majority of these 
boys will be at work earning part or all of their living expenses. 
The fact that these boys are young is not in itself a complete 
explanation since the great majority of all New York City school 
boys go to work at fourteen years of age and these boys are 
already older than many of their friends and playmates who 
are at work. 

Viewed from opposite standpoints the boy who, at fourteen 
and a half years, has no definite work in mind may be either 
of superior or inferior mental material. The boy who wants to 
know more of the business world, to know more of the earth 
and its people, to make more acquaintances, to get the judgment 
of more men before making a choice of his life work is a 
boy of a superior mental type. But the boy who just wants " a 
job," i.e., any chance to make money, not caring what, is not 
apt to be of as fine a mental fibre. In either case, however, 
the failure to choose may be due to immaturity evidenced by 
the lack of information at the pupil's command. 

However, not only the immaturity of the boy himself but the 
conventional way of securing a position may be to blame for 
this lack of definite aim on the boy's part. The boy knows 
the way he will secure a position finally. Either his father or 
a friend of the family will find him a " job " (about which 
the boy has no choice) or else the boy himself will follow the 
" want columns " of the daily papers and accept almost any 
position that promises beginners a fair weekly salary. Possibly 
the boy who knows the difficulties surrounding the securing of 
a really promising position feels diffident about expressing him- 
self definitely regarding a chosen line of work particularly when 
he feels that he must beg rather than choose at the beginning 
of his period of employment. 

The 211 boys expressing some definite choice cover 40 occu- 
pations. As compared with the very varied occupations of the 
fathers or the older brothers this selection is an extremely nar- 
row one. Narrow as this is, when we cut down the list to occu- 
pations selected by more than 2 per cent of our 211 boys who 
made a choice, we have but nine occupations remaining. 



Study of Entering Population 



51 



CHOICE OF OCCUPATION BY BOYS 

Occupations Chosen by Five or More (2 Per Cent) of the 2x1 Boys 
Who Expressed a Choice 



Architect 

Business 

Electrician 

Engineer 

Engineer, civil 

Engineer, electrical 

Engineer, mechanical 

Law 

Medicine 

Teacher 

t Miscellaneous trade 

j Miscellaneous construction 
j Scattering 

Total 




Approx. 
Per Cent 

3-3 

17 .0 

4.2 

2.3 
18.4 
12 .7 

2.3 

II. 4 

3-3 



9.0 



$ No single occupation chosen by 2 per cent of the total who made a 
choice. 

tt Total making a definite choice, 211, or 55 per cent, of the total num- 
ber of recorded boys. 

So far as our recorded boys indicate the true condition, the 
engineering occupations appeal most strongly to our high school 
pupils. This can in part be accounted for by the tremendous 
amount of engineering v^ork which has been going on in New 
York City during the past ten years. Aside from the con- 
stant erection of huge twenty to thirty story buildings in con- 
siderable numbers, three immense bridges have been begun or 
completed, the subway has been built. Riverside Drive extended, 
trolley lines extended, the elevated roads electrified, North and 
East Rivers have been tunnelled, railroad stations have been 
remodelled and the newspapers have been full of engineering 
schemes for Greater New York. Little wonder then that so 
many of our pupils have been affected by these gigantic under- 
takings and that their desire to take part in this work of con- 
struction and re-construction has been thoroughly aroused. 

To newspaper reading may in part be attributed the rather 
large number of boys who have selected the practice of law 
as their occupation. With the reports of celebrated trials the 
newspapers have ..appealed to the public for attention. The 
origination of h^ffe combinations of industries, the formation of 



5 2 Elimination of Students in Public Secondary Schools 

trusts, have been prominently displayed in the news columns of 
the daily press. Finally, the reports of immense fees of cor- 
poration counsels have undoubtedly appealed to the imagination 
of many boys. 

On the other hand, with nearly one-third of all our male popu- 
lation (Census 1900) engaged in Transportation and Trade we 
find a surprisingly low percentage of our total group selecting 
an occupation within this group. If we add to our 36 boys 
who expect to follow some " business " occupation all others 
who would come under the heading of " Transportation and 
Trade " we still have only 44 or approximately 21 per cent of 
those who expressed a choice. Whereas if we add to the civil, 
electrical and mechanical engineers the other allied occupations 
of construction, we have a total of 106, or 50 per cent, of those 
naming their choice of an occupation. 

To a certain extent the recent construction of several magnifi- 
cent high school buildings together with the rather recent estab- 
lishment of new high school courses in manual training and 
mechanical lines may also have drawn still more boys toward 
mechanical work and construction. On the other hand, ap- 
parently the high school as a means of better preparation for 
trade is either not appreciated by parents or pupils or else 
it is correctly understood but not chosen because it seems to 
point to a preparation for other occupations than that of trade. 
Certain it is that there is a demand for a business education 
short and introductory in its nature, and that this demand i? 
not encouraged or met by our high schools. Side by side with 
our high schools, hundreds of " business " schools and " business 
colleges," flourish under the patronage of thousands of pupils 
who cannot find in the public schools the combination of sub- 
jects that they demand within the time at their disposal. 

Educators are apt to turn up their noses at the " business 
training " of those short-course schools. And yet this is exactly 
what the public wants and wants badly enough to pay tuition 
for, even when books and tuition are furnished free in our com- 
mercial courses at the public high schools. It is an ethical as 
well as an educational question whether the parents or the teach- 
ers should decide upon the length and difficulty of a commercial 
course. Surely the longer course is the better one; but surely 
too the parents who wish a shorter course for their children 



Study of Entering Population 53 

should receive some consideration from the public school system 
which they directly or indirectly support. 

Finally, the records of previous high school classes have shown 
us that probably not more than one in eight of our entering 
boys will even graduate from high school, to say nothing of 
completing a college course, yet practically all the high school 
boys who have in any numbers chosen a definite line of work, 
have, with the exception of 36 who are going to " business " 
and 14 electricians and engineers, limited themselves to eight 
or nine lines of work each of which requires at least graduation 
from both high school and college or professional school. It 
would then appear that very many of the boys regard the high 
school course as the first step in a specialized training toward 
a rather narrowed field of work. These boys look for definite 
preparation rather than general training. Although with our 
technical courses and commercial courses (included as they are 
in this study) we might expect to find a tendency on the part 
of many pupils toward expressing a limited choice of occupa- 
tions still we would not expect by any means a tendency as 
extreme as the one which our figures indicate, on the part of 
the very great majority of those who are looking ahead to 
their ideal occupation. Out of nearly four hundred boys who 
were asked to name their expected vocation but forty occupa- 
tions were named. Of these forty the majority of those making 
a selection named but nine occupations : Architect, Electrician, 
Engineer, Civil Engineer, Electrical Engineer, Mechanical Engi- 
neer, Law, Medicine, Teacher. Business (meaning trade) may 
also be included in this list making a tenth occupation ranking 
next in choice to engineering occupations. 

The large number of girls who either avoided this question 
or recorded their answer as " Undecided " may possibly be un- 
derstood as girls who expect to be sometime wives and mothers 
and who have not seriously considered the question of doing 
anything for a living themselves. A more tactful question on 
this point might have disclosed the reason for so many " Don't 
know," " Haven't decided," " Can't tell," answers among the 
girls. Practically one girl of every two was unable or unwilling 
to state what occupation she would like to follow. 



54 Elimination of Students in Public Secondary Schools 

THE CHOSEN OCCUPATIONS OF GIRLS 

" What do you expect to do for a living?" 

Bndfcided::::Jo}(S.Percent) 
" College " 26 

342 (55 per cent) 

Artist 2 

Author I 

Bookkeeper 9 

Business 4 

Designer 6 

Designer of book covers i 

Dressmaker 7 

Housekeeper 2 

Librarian 3 

Law 2 

Medicine i 

Milliner 2 

Musician 7 

Office work 2 

Pharmacist i 

Stenographer 46 

Teacher, public school 167 

Teacher, elocution i 

Teacher, music 12 

Teacher, physical culture i 

Telegrapher i 

Total 278 ( 45 per cent) 

Grand total 620 (100 per cent) 

One explanation is that many of these girls recorded as 
undecided are expecting some time to marry and keep house, 
but did not wish to record this on their answer card. Until 
that time comes they will help their mothers at home but will 
not work regularly in stores or factories. A number of these 
girls with whom the investigator talked after the cards were 
filled out frankly said that they did not expect to " work out " 
for a living. How large this fraction is there is no way of 
determining now that the pupils are scattered. 

On the other hand, the above is not by any means the only 
possible explanation. Another entirely different view may be 
taken of this large number of undecided girls. More than 41 
per cent of the boys have no chosen line of work, the possible 
reasons for which were discussed. May it not be reasoned 
that of the 51 per cent of " Blank " or " Undecided " girls, 
very many are governed by the conditions that affect the 41 per 
cent of undecided boys? 



Study of Entering Population 



55 



Supposing similar conditions to obtain for boys and girls 
we find that but 51 per cent less 41 per cent, or ten per cent, 
of the girls undecided for purely feminine reasons. Indeed the 
striking difference between the attitude toward life and work 
of the modern girl and the girl of seventy-five or even fifty 
years ago, is nowhere better shown than in looking at our 
replies to this very question, " What do you expect to do for 
a living ? " 

We have noted the large number that are undecided or un- 
willing to answer and in doing so perhaps have lost sight of 
the more important fact, namely, that nearly half of the girls 
who enter high school, do so apparently with the idea of becom- 
ing self-supporting in the not far distant future. Whereas, only 
55 per cent of the boys, all of whom must become self-support- 
ing, have in mind some chosen line of work, the girls show 
45 per cent that have selected something definite which they 
hope to take up as a means of self-support. It is interesting, 
too, to note that there are girls, as well as boys, expressing their 
intentions of preparing to enter the practice of law or of 
medicine. 

Of the twenty-one occupations, chosen by the girls who ex- 
pressed their choice, only seven are included when we narrow 
the list to those occupations selected by more than 2 per cent 
of the pupils making a choice. 

CHOICE OF OCCUPATION BY GIRLS 

Occupations Selected by More than 2 Per Cent of the 278 Expressing 

A Choice 

Approx. 
Occupations Pupils Per Cent 

Bookkeeper 

Designer 

Dressmaker 

Musician 

Stenographer 

Teacher, in public school 

Teacher, music 

t Scattering 



t No single occupation chosen by 2 per cent of those expressing a choice. 
}J Definite choice made by 278, or 45 per cent, of total 620 recorded 
girls. 




56 Elimination of Students in Public Secondary Schools 

Teaching easily leads all other occupations as the favorite 
choice of the girls. Indeed there are almost twice as many 
girls who choose teaching as those who choose all other occu- 
pations combined. For teaching, the way is open through free 
training schools to actual positions attractively paid. No initia- 
tive is required, but merely the compliance with certain scholastic 
standards. The candidate is given a socially respectable position 
which is secured her for life on good behavior. The salary for 
a beginner is $600 (or $660 in a boys' class) with small annual 
increments during fifteen years to over $1,200. 

Figures collected by Mayor Gaynor's Commission on Teach- 
ers' Salaries show that the average length of service among 
women teachers is approximately five years in the elementary 
schools. Until a girl marries she finds in teaching a gentle 
position with apparently short hours and long vacations. More- 
over, most girls are very fond of their teachers and the impulse 
to emulate them is strong indeed. The salary, too, though gen- 
erally agreed to be inadequate for the actual service rendered, is 
enough higher than that of the ordinary positions open to New 
York City girl-workers to prove very attractive to a girl in her 
teens. 

Incidentally we are here furnished with a sidelight on the cam- 
paign which has been carried on by certain women teachers for 
equal pay. The higher salaries* offered to men teachers in 
elementary school attract 11 out of 382 boys to teaching as a 
means of making a living while the lower salaries offered 
to women teachers attract 167 out of 620. In other words, 
less than 3 per cent of all the boys are attracted to teaching 
while more than 25 per cent of all the girls hope to become 
teachers. On this basis one might be tempted to assert that 
even without " equal pay " teaching is now more than eight 
times as attractive to girls as to boys. 

When we consider only the numbers expressing some definite 
choice we have only 11 boys in 211 attracted to teaching, and 
167 girls in 278 similarly attracted. Here our percentages are: 
boys 5.2 per cent; girls 60 per cent. From this the relative 
attractiveness of teaching as a means of livelihood might be 

* Elementary schools — Men $900-2,160; women $600-1,320. High schools 
— Men $900-2,400; women $700-1,900. 



Study of Entering Population 57 

estimated in 1906 as 11 times greater among the girls than among 
the boys. 

Next to teaching, but a long way separated from it in num- 
bers, comes stenography as a means of livelihood. The great 
number of girls employed as stenographers are evidently trained 
in the " business colleges " already discussed, for the demand 
would not be met by our limited percentage. Here again arises 
the ethical educational question as to the responsibility of the 
public school system in the preparation of girls for office 
positions. 



SECTION VII 
OCCUPATIONS OF OLDER BROTHERS AND SISTERS 

The occupations of the older brothers and sisters of our 
recorded pupils are valuable as an index to home conditions, 
economic and educational, and also, to some extent, to the 
probable occupations of our pupils themselves a few years 
later on. 

We have noted the extremely abbreviated list of the occupa- 
tions which our pupils think they will prepare to follow as a 
means of livelihood. In contrast with this narrow choice of 
at most forty selected occupations we find in these same families 
upwards of i6o different occupations represented by older 
brothers or sisters. These tabulations will show the character 
and quality of our high school pupils and of the homes which 
they represent nearly as well as a house to house canvass could 
grade it. By reading these tables we may to some extent infer 
the probable distribution of our pupils a few months after they 
have dropped out of school to go to work. 

As one reads the list it will perhaps assist in making vivid 
the situation if one asks himself " What does the high school 
do (or perhaps what should it do) for boys and girls many 
of whom will shortly take similar positions ? " 



58 



Study of Entering Population 



59 



CONTINUING EDUCATION 

B — Brothers S — Sisters 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


To 


TAL 


Totals 




B. 


S. 


B. 


S. 


B. 


S. 




College (not named) 

C. C. N. Y 

Columbia 


lO 

3 
5 
o 
o 
o 
o 


3 
o 
o 
o 

I 
o 
o 


6 

2 
O 
2 
O 
I 
I 


3 








16 

5 
5 
2 


I 
I 


6 




I 




22 

5 
5 


Cornell 


Normal . . . 




West Point 




Yale 


I 






Law student 


i8 

2 

I 

3 
o 
o 
o 
o 


4 

o 
o 
3 
4 
o 
o 

2 


12 

5 
I 
I 
I 
o 
I 
o 


3 




I 

3 
I 

4 


30 

7 
2 

4 
I 

I 



7 



4 

7 
I 

6 


37 
7 


Medical college. . . . . 


Technical school (trade). . 
Business school 


8 
8 


Music school 




Normal school 




Training school for teachers 


6 


High school 


6 

22 
3 


9 

II 

o 


9 

28 



9 

36 



15 

SO 
3 


18 

47 



33 

97 

3 


Elementary school 


Boarding school 


25 

o 
o 


II 

o 

I 


28 





36 

2 

I 


53 





47 

2 
2 


100 


Private school 








Going to school . . 


o 

lO 


I 
8 



8 


3 
9 



18 


4 

17 


4 

35 




Studying 


lO 

3 
o 


8 

2 
O 


8 





9 



5 


18 

3 



17 

2 

5 


35 

5 

5 






3 


2 





5 


3 


7 


10 



6o Elimination of Students in Public Secondary Schools 



PROFESSIONS 



Professional 

Architect 

Civil engineer 

Dentist 

Doctor 

Lawyer 

Minister 

School teacher 

Semi-professional 

Actor — Actress 

Music teacher 

Newspaper artist 

Pianist 

Singer 

Violin teacher 

Singer 

Surveyor 

Government service 

Board of health 

Dep't ferries 

Firemen 

PostofG.ce 

Police 

Tenement house inspector 

U. S. Army 

U. S. Navy 



Man- 
hattan 

AND 

Bronx 



B. 



17 



13 



S. 



Brook- 
lyn 

AND 

Richmond 



B. 



S. 



Total 



B. 



23 

4 



19 



s. 



30 



Totals 



4 
7 

I 

33 



53 

5 
4 



14 



19 



* Officer. 



Study of Entering Population 



6i 



CLERICAL POSITIONS 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


S. 


B. 


S. 


B. 


S. 




Bookkeeper 


12 

I 
I 
2 
O 
O 

o 

I 

2 

2 
O 


8 

I 
2 




° 







II 

4 
3 
9 
6 

2 
2 
I 


2 


7 

2 
I 









23 
S 
4 

II 
6 
2 
2 
2 
2 
2 
2 


15 



3 
3 









38 
5 
7 

14 
6 


Broker's office 


Cashier 


Clerk 


Bank 


Pile 


2 


Insurance 


2 


Lawyer's 




Postoffice 


2 


Shipoinsf 


2 


Stock 








Office boy 


21 
14 

o 

I 
I 
3 


II 








40 

3 
I 


6 


10 








61 

17 

I 
I 
I 
9 


21 








82 

17 
I 

I 
I 
9 


Dentist's office 

Real estate office 

Publisher's office 

Works in an office 


Private secretary 

Stenographer and type- 
writer 


19 



9 




3 

40 


10 
I 
6 






40 


29 

I 

15 




3 
80 


29 

4 

95 




Telegraph operator 

Telephone operator 


9 





43 

I 
3 


7 





40 

6 




16 





83 

7 
3 


99 

7 
3 


Tabulator 






4 







6 

I 






10 

I 


10 

I 

















I 





I 


I 



62 Elimination of Students in Public Secondary Schools 



TRADES 



Barber 

Bricklayer 

Carpenter 

Contractor 

Cutter 

Designer 

Diamond cutter. 
Draughtsman . . . 

Dressmaker 

Electrician . . . . 
Electrotyper. . . . 

Engraver 

Engraver, photo 
Engraver, wax. . 

Engineer 

Harness maker. , 
Housekeeper. . . , 
Lithographer . . . 

Machinist , 

Mechanic 

Milliner , 

Mosaic worker . . 

Painter , 

Pastry cook ... 

Plumber - 

Printer , 

Steamfitter . . . . , 
Steeplejack .... 
Stonecutter. ... 
Tailor 



Man- 
hattan 

AND 

Bronx 



B. 



30 



S. 



16 



Brook- 
lyn 

AND 

Richmond 



B. 



43 



S. 



Total 



73 



S. 



o 
20 



32 



Totals 



4 
20 
12 



I 

5 

6 

II 



II 
4 



105 



Study of Entering Population 



63 



SALESMEN AND SALESWOMEN 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


S. 


B. 


s. 


B. 


S. 




Baker 


I 
I 



I 

I 


I 
I 

2 

I 
I 

I 
I 

9 

I 

7 
3 
I 
I 
2 
















I 






3 



4 








I 
2 
I 
2 
2 

2 
6 



4 




I 


4 

I 
















I 











5 









I 

I 
I 
2 
I 

3 
2 

I 
2 
6 
I 
I 

4 
2 


I 
I 
I 
I 
I 

13 
I 
I 

7 
3 

I 
I 
2 











I 




I 





8 



4 






I 


Butcher 


I 


Buyer 


I 


Coal 


2 


Coffee 


I 


Commission merchant. . . . 

Clothing business 

Dairy 


3 
2 

I 


Feed trade 


2 


Grocery store 


7 

I 


Hardware store 


Jewelry 

Jeweler 


I 
4. 


Lace business 


2 


Lace saleslady 


I 


Linen business 


I 


Liquor store 


I 


Merchant 


I 


Merchant tailor 


I 


Notion house 


I 


Salesman 


2 1 


Silk business 


I 


Silver business 


I 


Store (cloaks) (mfg.?). . . . 

Traveling salesman 

Wholesale 


II 

3 
I 


Window trimmer 

Woolen store 


I 
2 




36 


8 


26 


6 


62 


14 


76 



64 Elimination of Students in Public Secondary Schools 



FACTORY WORK 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


S. 


B. 


S. 


B. 


S. 




Blankbook maker 

Bookbinder 




I 



2 
I 


I 

I 
I 
I 









4 





I 




3 




I 



6 
I 


I 

I 
I 
I 
I 

3 



I 
2 


Pamphlet folder 

Publishing house 

Envelope maker 


I 
I 
I 


Foreman (or forelady) . . . 
Operator 


9 
I 






Bank note business 

Burnt leather 


4 


I 



I 






I 









4 



I 


I 

I 

I 
I 
I 


2 
I 


I 
2 
2 


4 





I 




I 

I 




I 





4 

2 


I 
I 


I 
I 







I 


I 



8 


I 


I 
I 



I 
I 

I 



I 





8 

2 

I 
I 
I 
I 

2 
I 
I 
I 

I 

2 
I 
I 

I 

3 
2 


16 

2 
2 


Cloak sorter 




Collars and cuffs 

Embroiderer 

Examiner 




Factory work 




Lace runner 

Marker and sorter 

Neckwear 

Ostrich feathers .... 




Packer 

Patterns 

Ribbons 




Ruchings 

Shoes 

Standard oil works 

Trimmings 

Waists, worker on 

Waists, examiner on 


3 
2 




3 


14 


4 


8 


7 


22 


29 



Study of Entering Population 



65 



MISCELLANEOUS 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


S. 


B. 


S. 


B. 


s. 




Agriculture 


I 
o 
o 
o 
I 
o 
I 
o 
o 

° 

o 


o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 


o 

I 
o 
I 
o 
I 
o 
I 
I 
I 

2 


o 
o 
I 
o 
o 
o 
o 
o 
o 
o 
o 


I 
I 
o 
I 

I 
I 
I 
I 
I 
I 


o 
o 
I 
o 
o 
o 
o 
o 
o 
o 

° 




Confidential 




Detective 


j- 


Elevator man 




Gas business 




Gymnasium 




Janitor 




Laborer 




Prize fighter 




Ranchman 




Traveling for health 


2 


Agent 


3 

o 

4 


o 

o 
o 
o 
o 
o 
o 
o 
o 


8 

2 
O 

3 
o 
o 
o 

I 
4 


I 

o 
o 
o 
o 
o 
o 
o 
o 


II 

3 
I 

4 
I 

I 
I 
I 
8 


I 

o 
o 
o 
o 
o 
o 
o 
o 


12 


Banker 


I 


Broker 


4 

I 
I 


Claim agent 

Collector 


Insurance placer 

Life insurance 


I 

I 


Real estate 


8 








lO 


o 


10 


o 


20 


o 


20 



66 Elimination of Students in Public Secondary Schools 
TRANSPORTATION 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


S. 


B. 


S. 


B. 


s. 




Cab driver 


I 
o 
I 
o 
I 
o 
I 
I 
o 
o 
o 
o 
o 
I 
o 


o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 


o 
I 

I 

2 

O 
I 

o 
o 
I 

I 
I 
I 
I 
o 
I 


o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 


I 
I 

2 
2 

I 
I 
I 
I 
I 
I 
I 
I 
I 
I 
I 














° 






I 


Captain (boat?) 


I 


Driver 


2 


Express agent 


2 


Messenger 


I 


Railroad agent 


I 


Railroad station 


I 


Railroad work 


I 


Sailor 


I 


Seaman 


I 


Transfer agent 


I 


Telephone line 


I 


Trainman 


I 


Truck driver 


I 


Tunnel inspector 


I 




6 


o 


II 





17 





17 



WORKING (UNCLASSIFIED) 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


S. 


B. 


S. 


B. 


S. 




' 'Business" 


20 

23 



8 

26 




30 

26 

2 


II 

18 




50 

49 

2 


19 

44 



69 

93 
2 


"Working" 


'Working at home" 


Blank 


43 
39 


34 

27 


58 
22 


29 
II 


lOI 

61 


63 
38 


164 
99 






39 


27 


22 


II 


61 


38 


99 



Study of Entering Population 
NOT WORKING 



67 





Man- 
hattan 

AND 

Bronx 


Brook- 
lyn 

AND 

Richmond 


Total 


Totals 




B. 


s. 


B. 


S. 


B. 


S. 




At home 


4 

2 

II 

I 


42 

8 

37 



7 

5 
6 



52 


27 



II 

7 
17 

I 


94 

8 

64 



IS 
81 


"Doing nothing" 

"Married" 


Sick at home 


I 








18 


87 


18 


79 


36 


166 


202 



Having finished the perusal of our tables we are ready to 
repeat our question — " What should the high school do for the 
pupils who drop out to take positions such as in our lists ? " 

Some will of course claim that our courses just as they stand 
will prepare our boys and girls for these varied occupations 
as well as any other lessons could do. Others will claim that 
after all it is the " incidental " instruction that comes from daily 
association with the cultured and earnest teachers that is of 
most importance. Some will urge that the inter-association in 
work and play of the pupils among themselves will in itself 
broaden and deepen their mental lives, while still others will 
maintain that pupils who' must ultimately leave for unskilled 
occupations should not be catered to at all, but rather forced 
out as soon as possible. 

However, all, it seems, must agree that we should not en- 
deavor to keep any pupil in school beyond the point where the 
school work and school life is surely of benefit to that pupil. 
To determine that point is worthy of serious study. We may 
safely say that this point is not yet determined, and yet we 
may also suggest that this may be because too little attention 
has been given to its determination. It must be recognized that 
there are those to-day who will advance arguments to show 
that for some pupils much high school work means time worse 
than wasted in that it really unfits the pupil for the work he 
must of necessity soon take up. 

Surely it would be a far-sighted man who would attempt to 
select in advance all the pupils who soon must leave, but it 



68 Elimination of Students in Public Secondary Schools 

would take no such foresight to provide for the pupils who 
never expect to stay for more than a year or two. 

For these pupils there is need for a general short-course such 
as has been previously suggested and will again be urged — a 
course unified, complete, attractive and truly illuminating which 
will be undoubtedly beneficial to the many who soon will leave, 
rather than to the few who will stay to complete their high 
school course. 



SECTION VIII 

PUPILS' VALUATION OF A HIGH SCHOOL 
EDUCATION 

Having secured from each registered pupil some statement 
regarding the work he or she was expecting to undertake as 
a means of making a Hving (or as in the case of many, a 
statement of present indecision), the next step was to find out 
what the pupil thought of the value of a high school education 
as a preparation for that work^ or for his or her general well- 
being. 

The question asked was " Do you consider a high school edu- 
cation necessary for the realization of your plans for the 
future ? " 

Our first tabulation of this answer will show the totals for 
the entire number studied. 

" Yes " (high school education is necessary) 470 

Doubtful 201 

" No " (high school education is not necessary) 331 

Total 1 , 002 

The striking feature of these replies is evident at the first 
glance. Slightly less than half (47 per cent) of the recorded 
pupils consider a high school education an essential to their 
careers. One-fifth are doubtful as to whether or not they need 
a high school education. One-third consider a high school 
education positively unnecessary. 

These figures argue well for a speedy elimination of nearly 
fifty per cent of the total registration. In other words, a ma- 
jority (53 per cent) of the entering pupils enter the high school 
either with a decided prejudice against its usefulness for them- 
selves, or else with a reasonable doubt as to the value to them 
of a high school diploma. 

69 



yo Elimination of Students in Public Secondary Schools 

A complete tabulation of these answers by schools and sexes 
is given below. 



tDo you consider a high school education necessary for the realization' 
of your plans for the future?" 



School 



6 

7 
8 

9 

lO 

II 



Sex 



Boys. 
Girls. 

Boys. 
Girls. 

Girls. 

Boys. 
Girls . 

Boys. 
Girls. 

Girls. 

Boys. 

Boys. 

Boys. 

Girls. 

Boys. 
Girls. 



Total Boys. 
" Girls. 



Grand total. 



Total 



37 
8o 

58 
62 

90 

^i 
53 

34 

24 

121 
62 

59 
61 

127 

38 
63 



382 
620 



Yes 



24 
37 

34 
25 

43 

28 
18 

16 

7 

38 
43 
21 

37 

57 

12 

30 



215 
255 



470 



Doubt- 
ful 



3 
21 

15 
II 

41 



9 
22 

9 
9 



66 
135 



No 



10 

34 

13 
26 

36 



14 

3 
6 

42 



30 
IS 



17 
24 



lOI 

230 



3?>^ 



Length of Stay 

Before discussing further this question of the pupils' valua- 
tion of a high school course it would be well to consider the 
answers to the question concerning the purpose of the pupil 
regarding graduation or the pupil's probable length of stay. 

These are given in the table that follows on page 71. 



Study of Entering Population 



71 



School 



Sex 



Total 



Yes 



Doubt- 
ful 



No 



6 

7 
8 

9 
10 
II 



Boys 

Girls 

Boys 

Girls 

Girls 

Boys 

Girls 

Boys 

Girls 

Girls 

Boys 

Boys 

Boys 

Girls 

Boys 

Girls 

Total Boys 
Girls 

Grand total 



37 
80 

58 
62 

90 

33 

53 

34 
24 

121 

62 

59 

61 

127 

38 
63 



29 

57 

31 
26 

59 

28 
26 

14 
10 

49 
33 
16 

45 

58 

II 
31 



4 
13 



22 
18 



14 
10 

44 
21 

33 
7 

54 

13 
16 



4 
10 



28 

4 
6 

6 

4 

28 



10 
9 

15 

14 
16 



382 
620 



207 
316 



115 
179 



60 

125 



523 



294 



185 



The two tables already given when arranged to show per- 
centages are as follows: 

BOYS 

"Is a high school education necessary for your plans for the future f " 
Yes No Doubtful Total 

56% 27% 17% 100% 

' "Do you intend to complete your high school course? " 
Yes No Doubtful Total 

54% 16% 30% 100% 

GIRLS 

"Is a high school education necessary for your plans for the future? " 

Yes No Doubtful Total 

41% 37% 22% 100% 

"Do you intend to complete your high school course? " 

Yes No Doubtful Total 

51% 20% 29% 100% 



7 2 Elimination of Students in Public Secondary Schools 

BOYS AND GIRLS 

"High school education necessary? " 

Yes No Doubtful Total 

47% 33% 20% ioo% 

"Do you intend to complete your high school course? " 

Yes No Doubtful Total 

52% 19% 29% 100% 

An examination of the answers shows that nearly one-fifth 
(19 per cent) do not intend to graduate. Over one- fourth more 
(29 per cent) enter the high school with no set determination 
to complete their course. There is lacking, then, in almost 
exactly one-half of the pupils, a definite intent to stay the full 
course. Such pupils are not apt to be over-serious about their 
work or to deny themselves any social pleasure that would 
interfere with their studies. They come, impelled by curiosity, 
perhaps, or because their parents " wish to keep them in school 
a little longer." It is not to be wondered at if difficult lessons 
early discourage many of the experimenters, particularly when 
the contrast is so marked between their previous exalted position 
as members of the " graduating class " and their present position 
in the " entering class." 

Possibly, too, there may be found here some explana- 
tion of the continuously repeated complaint of nearly all 
high school teachers that the entering classes are so lacking in 
ability. It has been shown that some 66 per cent are boys 
and girls of considerable elementary school ability, and nearly 
30 per cent are children considered very successful by teachers 
that knew them. The explanation of this contrast between the 
estimates of the high school teachers and those of the elementary 
school teachers may be found in the change in the pupil's 
attitude toward his or her work. In elementary schools, 
the compulsory attendance, the interest of teachers known 
for several years, the attitude of employers in preferring 
graduates to non-graduates, the nearness of the goal and per- 
sonal pride in graduation, the pressure of parents insisting that 
their children shall have a " common school education," — all 
these combine to make the elementary pupil's work unques- 
tioning and serious, to emphasize personal effort, and to increase 
the necessity for the study of home lessons. 



Study of Entering Population 73 

But now the graduate is freed from nearly all of these im- 
pelling motives. Those parents who are better educated may 
still insist upon careful study; but in very man}^ cases the pupil 
now becomes his own master ; he is free to decide for himself 
for better or for worse. Moreover his attitude toward his work 
has changed completely. He studies either because he has some 
definite work to prepare for, or because he becomes interested 
in his new subjects of study. His attitude is no longer one 
of unquestioned obedience to authority. Each day he may ask 
himself the question, " What is this study good for ? " " Why 
should I have to study that ? " 

With the strange contortions of a new language, the dry 
formalities of a new mathematical system, the analytical study 
of an English masterpiece which is beyond him, and the exam- 
ination of some strange bugs and flowers — in most or all of 
these, his new studies, he lacks interest. He cannot satisfactorily 
answer the question, "What is that study good for?" a ques- 
tion he never stopped to think about until now. 

Yet here is the pupil " trying " high school and in half the 
cases assuming a critical or suspicious attitude toward his work. 
Little wonder, then, that the high school teacher with high 
ideals of scholastic efficiency, greets too often with disdain a 
class of little children who in spite of their ignorance and im- 
maturity sit in judgment upon his favorite study. The condi- 
tions certainly are not favorable for the retention in the high 
school of a large number of each entering class. 

Borough Differences 

In the answers as to the valuation of a high school course 
and the necessity for completing it, pupils in Manhattan and 
the Bronx agree quite closely in their answers and somewhat 
disagree with the decisions made by Brooklyn and Richmond 
pupils. The table which is hereafter given will show that a 
larger percentage of both the boys and girls of Brooklyn feel 
the necessity of a high school course and intend to complete 
one, than is the case in Manhattan and the Bronx. 

So far as the desirability of, or the necessity for a high school 
education is concerned, the girls of the four boroughs do not 
vary greatly; but when it comes to a question of their plans 



74 Elimination of Students in Public Secondary Schools 

for actually staying, Brooklyn leads all the other boroughs. 
This may possibly be because more Brooklyn girls live in homes 
their parents own and where they expect to live for some years 
to come; possibly too because a much greater percentage of 
Brooklyn girls expect to become teachers as contrasted with 
the larger registration in Manhattan for technical pursuits. 

TABULATION BY BOROUGHS AND SEXES 





Manhattan and 
Bronx 


Brooklyn and 
Richmond 




Boys 


Girls 


Boys 


Girls 


Necessary 


1^3 
34 
73 


125 

72 

114 


102 
32 
28 


130 

63 
116 


Doubtful 


Not necessary 






Totals 


220 

105 
74 
41 


311 

138 
114 

59 


162 

102 
41 
19 


309 

178 

65 
66 


Stay full course 


Doubtful 


Will not stay 






Totals 


220 


3" 


162 


309 





About 60 per cent of the Brooklyn girls intend to finish, 
whereas only 47 per cent so expressed their intention in Man- 
hattan and the Bronx and less than 42 per cent in Richmond. 

So far then as our figures show the real condition of affairs, 
the Brooklyn high schools apparently contain a much greater 
number of pupils who are taking their high school course seri- 
ously and who intend to get from the high school whatever 
it may have for them. An allotment of city funds for buildings, 
equipment, and maintenance based upon the intent of the pupils 
could not fail to provide for Brooklyn girls much more liberally 
than for those in any of the other boroughs studied. 

Length of Stay and First Language 

Upon studying the expression of opinion on the part of the 
pupils as to their probable length of stay in high school, 
one very important connection seems to appear between the 
language first selected by the pupil and the answer to the ques- 
tion " Do you intend to stay in high school until you graduate ? " 



Study of Entering Population 75 

High school principals throughout the city have frequently 
remarked the connection that seems to exist between the study 
of Latin and the staying power of a pupil. For example, in 
a high school organizing at the beginning of a certain year 
ten entering classes (five Latin and five German) there would 
be left at the end of two years usually not over four classes, 
three of which as a rule would be Latin classes. 

With this condition repeated year after year it would seem 
to be fairly evident that there must be some connection between 
the study of Latin and the determination of a pupil to remain 
in school. Even further than this, more than one principal has 
been influenced by this relation to advise and urge pupils to 
elect Latin, believing that there was something not quite appre- 
ciated or understood but still very effective about the study of 
Latin which either made it easier for the pupils electing Latin 
to stay in school or harder for them to give up school entirely 
if they thought of dropping out. 

To illustrate the relation which is shown in this investigation 
between the language elected and the length of stay proposed 
it is not necessary to take the figures for the entire city, but a 
Latin and a German class selected from any one school at 
random will not vary greatly from the conditions existing in 
the other similar high schools. Let us from a certain girls' 
school take one hundred pupils equally divided between those 
electing Latin and those electing German. A tabulated state- 
ment of the relations between the language elected and the 
pupil's attitude toward his or her high school life and work, 
is attempted below. 

First let us note the answers to the question " Do you con- 
sider a high school education necessary ? " 

Latin German Total 

"Yes" 36 14 50 

"Doubtful" 8 5 13 

"No" 6 3i 37 

Totals 50 50 100 



In this school 72 per cent of the Latin pupils regard a high 
school education as necessary for their future plans or welfare. 
On the other hand, 62 per cent of the German pupils are posi- 
tively decided that the high school course is not necessary for 



Latin 


German 


Total 


31 


18 


49 


19 


22 


41 





10 


10 


5° 


50 


100 



7 6 Elimination of Students in Public Secondary Schools 

their welfare or ambitions. It is now possible for us to fore- 
cast the probable eliminations by languages even without the 
following table which however should be closely examined. 
From the same 100 pupils answers were obtained to the ques- 
tion " Do you intend to stay in high school until you graduate ? " 
The answers are given below : 

"Yes" 

"Doubtful" 

"No" 

Totals 

As the table shows, in this school some 64 per cent of the 
German pupils are either doubtful about the value for them of 
a high school course or else already decided against it, while 
on the other hand, only 36 per cent are really determined to 
graduate. 

One would hardly be rash enough to say that one week of 
Latin or one week of German (for these answers were written 
in the first week of the new term) was sufficient to make the 
marked difference between the intentions of Latin pupils and 
German pupils. The fact should, however, be perfectly clear 
that the great majority of pupils who come to high school with 
the purpose of graduating elect Latin, while the great majority 
of those who do not intend to stay long in school elect German. 
Most previous explanations have regarded the effect as the 
cause and decided that studying Latin made a pupil determine 
to stay in school whereas it would appear that it is a pupil's 
determination to stay, that makes him or her elect Latin. 

Before finally leaving this interesting if not astonishing sub- 
ject of the relation between language and length of stay let us 
finally take up the question from the standpoint of the inten- 
tions of all the entering pupils and then tabulate our results. 
From the 523 registered pupils who said positively that they 
intended to stay for the full high school course, one hundred 
pupils were taken at random from the school where both Latin 
and German were offered as electives. A tally of this hundred 
gave 69 electing Latin and 31 electing German, just such a 
ratio as we should expect from our previous examination of 
the conditions. 



Study of Entering Population 'j'j 

Let us now take the opposing group of pupils and examine 
the election of languages made by the one hundred and eighty- 
five pupils who expressly stated that they did not intend to 
stay in high school until they graduated. Many of these pupils 
are found in schools where no Latin is offered. To a certain 
extent then these pupils may be regarded as electing German 
or avoiding the study of Latin, but to avoid any doubt we confine 
our figures to schools where both Latin and German are offered 
as electives and schools in which the Latin and German are repre- 
sented by approximately equal numbers among our registered 
pupils. In order to find over sixty such pupils determined not 
to stay in school for the full course it was necessary to include 
six schools. These schools gave a total of sixty-one such pupils. 
An examination of the pupils' choice of language showed that 
52, or approximately 85 per cent, elected German, while only 
9, or 15 per cent of those not intending to finish, elected Latin. 

Enough figures have been given to show that it is the selecting 
power of Latin rather than its effect upon the pupils that makes 
it the elected language of the more determined student. It is 
not so much that Latin makes a boy or girl able or determined 
to stay in school as it is that the very great majority of those 
who are more determined to stay (and probably more able as 
well) select Latin as their first language. 

In order to make a complete comparison between the staying 
power of the Latin and German students, it would be necessary 
for us to take in all the high schools the total number of Ger- 
man pupils zvho intended to graduate and to compare them with 
the total number of Latin pupils who similarly intended to 
graduate. These two groups could then be followed for four 
years and the number finishing the course in each language 
would give us a more just basis for comparing the retaining 
or eliminating power either of the two languages or of their re- 
spective teachers. 

Bearing on the Introductory Courses 

In discussing the value of a high school education the figures 
printed may lead us to believe that a little more time can well 
be spent at the opening of a high school course in explaining 
the practical and the theoretical value of each study taken up. 



78 Elimination of Students in Public Secondary Schools 

With the disciplinary theory of education decidedly on the 
wane there will be found much difficulty in rationally establish- 
ing the claim of many old-time courses to the place they now 
hold in the curriculum. If as is now generally held by all 
scientific students of education, we have no " faculties " which 
trained in any field of study may be applied equally well in all 
fields, then some subjects, whose great and almost only claim 
is " training the faculties of memory and reasoning " for use in 
other lines, will have to give way. 

Perhaps, after all, these unlearned and unabashed children 
who decide that the high school studies are of no use 
to them, may be nearer the truth than many of us who 
are unreasoning servants of tradition and habit. So many 
subjects have kept their place in the high school curri- 
culum because they were once put there for college prepara- 
tion that we often have for the great majority of the pupils 
of to-day a notoriously ill-balanced course. Theoretically the 
high school was once a college preparatory institution. To-day 
in New York City less than two per cent of the entering pupils 
ever reach the freshman class in college. Undoubtedly from 
this two per cent will come the highest type of leaders, but to 
disregard the ninety-eight per cent in order to develop the two 
per cent seems a tremendous economic waste. 

For the most part then, at present, the high school curriculimi, 
while open to the many, is still planned largely to be of value 
only to the extreme few. So we have, at least in the classical 
high school, an aristocratic institution of a very pronounced type 
under the guise of one supposed to be popular and democratic. 



SECTION IX 
RENTALS 

Our study of the rents paid by the parents of the high school 
pupils, incomplete as it is, yet furnishes some of the most sur- 
prising information which the whole investigation has yielded. 
Only 420 homes were visited out of a thousand so marked for 
investigation. Lack of time and money combined to prevent a 
complete canvass. 

The method followed in the majority of cases was to visit 
the house, explain that the investigator was making a study of 
rents, and ask the actual rents paid by the tenant. In most 
cases the janitor gave the information willingly. In only a few 
cases was it necessary to pose as a prospective tenant or to 
visit the renting agent. If any errors resulted from this method 
it will probably be that in some cases the figures are too high 
as the " rent asked," as it is known in New York, often exceeds 
the " rent paid " by actual lessees. 

In our selection of homes to be visited certain localities were 
selected such as, in Manhattan the middle and upper West Side, 
the lower East Side, Harlem, the lower West Side. In Brook- 
lyn, Williamsburg, Flatbush, and the Park Slope were selected. 
Home addresses were tabulated by localities and wherever a 
large number of addresses were found to come within an area 
of ten blocks or so square the rents were looked up. 

It was practically impossible to visit scattered homes in the 
Bronx, Coney Island section, or Staten Island or in sections 
where a half day's work would even at the expense of many 
carfares give less than a dozen rentals as the result. 

The rents were originally recorded in two different numbers, 
the lowest and the highest asked in the tenement, flat or apart- 
ment house. These two figures were then arranged and the 
rent recorded in our tables according to the multiple of five 
which it most nearly approached. For example rents from 

79 



8o Elimination of Students in Public Secondary Schools 

$io to $i8 would average $14, and appear in our tables as 
$15. Rents $14 to $20 would average $17 and also be re- 
corded as $15. Thus it will be seen that extreme accuracy is 
not pretended but merely a trustworthy approximation of the 
money paid each month by the families under observation. 

Rent as an indication of a family's financial condition must 
also take into consideration several points we did not have 
time to consider. For example, a family of three paying twenty 
dollars a month for three rooms may represent an entirely dif- 
ferent financial condition from that which is shown by a family 
of six paying twenty dollars for three rooms. It is not only 
the rent itself, but the number of rooms and the number in 
the family that must be considered. 

Any scientifically accurate study of rents as an indication of 
a family's financial responsibility must include among other 
things : 

1. Rent actually paid. 

2. Number of rooms. 

3. Number of self-supporting (rent-paying) grown children 

living at home. 

4. Number of children in school. 

5. Number of " roomers " who sublet rooms or beds. 

However, with all these data omitted, we can still trust our 
figures as maximum rentals, very confidently, because all the 
five items mentioned above except No. 4 tend to lower the net 
rent and to enable a family to live in a tenement or flat where 
more rent is charged than the same family would be able to 
afford on the basis of the father's wages alone. 

Our figures, especially those recorded as below $20, may then 
be considered as erring only on the side of being too high, rarely 
if ever too low. For our purposes they may be accepted as 
fairly accurate maximum figures rather than true averages for 
the homes visited. 

From our tables it can be seen at a glance that a monthly 
rental of approximately $15 is the most common one for our 
recorded pupils. That this is a very low rental for New York 
City will be generally admitted without argument. Steam- 
heated apartments with water and elevator service, average 
rather above ten dollars a room. The same apartments with- 



Study of Entering Population 



8i 



out elevator service, but in fairly good neighborhoods, may be 
secured at approximately a fourth less. However, for a non- 
elevator apartment of parlor, dining-room, kitchen, two 
bedrooms and bath from $30 to $35 is not exorbitant, in 
a moderately good residence section. The same class 
of apartment with elevator service in the better sec- 
tions will bring upward of $50. However, it must be 
remembered that as one moves from the center of population 

MONTHLY RENTAL OF PUPILS' HOMES 



SchooL . . 



Totals 



Pupils . 



34 



32 



76 



30 



58 



31 



50 



83 



420 



Monthly 
Rental 

$10 

15 
20 

25 
30 

35 
40 

45 
50 

55 
60 

65 

70 

75 
80 

85 
90 

95 
100 
no 
120 
130 
140 
150 



39 
6 



16 
2 
6 



30 
6 



13 
3 
7 



25 

I 

13 
2 
6 



33 
C54 
34 
76. 
16 

33 

5 

22 

3 
6 

5 
4 



420 



[Note. — Before a discussion of rentals is begun it might be said that a 
comparison of the rentals with the language first elected failed to show 
any decided differences. However the rents above $45 are slightly more 
common in classes where Latin is the first language. On the other hand, 
the technical courses, while they show but a little more in proportion 
among the very lowest rents, still do not show the higher rents (with 
one exception) at all. 

The commercial courses, though they do not prepare for college, con- 
tain relatively as many pupils from apparently well-to-do homes as one 
finds in the straight preparatory courses.] 



82 Elimination of Students in Public Secondary Schools 

in Manhattan, the rentals for similar homes decrease so that 
the Brooklyn rentals of School No. 4 which are centered at 
$15 possibly would represent a range of $15 to $25, for similar 
homes in Manhattan. Nevertheless one can with difficulty secure 
anywhere a tenement flat for less than $10 a month even for 
two rooms only. Our $15 group represents almost the lowest 
monthly rate compatible with decency. It may represent two, 
three, or rarely four rooms in a crowded tenement house section. 
The most rooms at that price will usually be found in the least 
attractive neighborhoods. 

This whole investigation of rentals shows a rather surprising 
condition. If rental is taken as a criterion we find a class of 
pupils, whose parents are struggling for the bare necessities of 
life, pursuing at high school for the greater part the remnants 
of an aristocratic secondary education to which are added many 
subjects chiefly dictated by the colleges or modern culture. 
We are preparing for a college to which few will ever go 
and for a life of ease and refinement which few will ever enjoy, 
the greater part of our thirty thousand pupils. Where the 
necessities demand a short course of two years, we offer one 
twice as long. Where the necessities call for a better appre- 
ciation of modern social conditions, we offer German or Latin 
grammar. Where the necessities indicate the advantage of turn- 
ing boys and girls into some position where they can command 
respectable wages, we give them Algebra or " The Ancient 
Mariner." 

It is true that from one point of view it may be regarded 
as a grand struggle upward. From boys whose parents are 
struggling with poverty will come successful merchants, lawyers, 
doctors, college professors, one in a thousand perhaps. Leaders 
are being selected though perhaps by a too trying process of 
deprivation. The shame of it all is that to advance the one 
boy in a hundred or the one in a thousand, we may be leaving 
the 99 or the 999 to struggle hopelessly with an education 
entirely unsuited to their own individual needs. 

From the girls whose parents are working hard to keep the 
family fed and clothed will come many successful teachers who 
will in turn repay all sacrifices with later support. More how- 
ever will enter upon married life, without any further appre- 
ciation of household economics than that gained by observation 



Study of Entering Population 83 

of the not too certain expenditures in their own home. Music 
which might have brightened the home was put aside for Caesar's 
Commentaries, and sewing had to give way to home work in 
Physics. The mother of the household cooks, washes, sews, and 
sweeps, slaving, day in and day out, that her daughter may 
learn by rote a thousand things she can never remember, and 
never will try to remember unless she becomes a teacher and 
learns them all anew. 

If this investigation does no more than to open our eyes to 
the home conditions of our pupils it will have still made a 
genuine contribution to the cause of education in New York 
City. Of course this mere fact that these boys and girls are 
poor does not prove that they may not need precisely the old- 
style curriculum, but in consideration of the fact that three- 
quarters of them abandon it, one surely has a right to question 
its fitness. In any case the rental report stands as a testimony 
to the democratic nature of the student body of New York's 
high schools, and to the parental devotion and sacrifice by which 
they are supported. 

A Nezv York high school is a people's college in its student 
body and should he in its course of study. 



PART III 
A STUDY OF ELIMINATION 

SECTION I 

ELIMINATIONS 

Introduction to Discussions 

The mass of material which we have at our disposal to review 
in our attempt to find some of the factors in elimination is too 
complex for complete presentation. The card (page 14) called 
for information on twelve or more points giving over 12,000, 
separate measurements. In connection with the teachers' esti- 
mates of the pupils' ability, industry, and results we have tabu- 
lated and combined nearly 10,000 measurements. The progress 
of the pupil through school has involved the study of upward 
of 10,000 class marks. The checking up of promotions and 
discharges from term to term has necessitated about 8,000 ad- 
ditional measurements. In all 40,000 measurements would be 
a conservative estimate of the number of individual records that 
confront us at the beginning of our study. 

To handle and develop thoroughly all these measurements and 
to show all their relations at this time, is, of course, impossible. 
But it is hoped that some investigators may see fit to do this 
in the future. The entire information concerning each indi- 
vidual, together with all the compilations made, but not here 
reported, is on file with Professor E. L. Thorndike of the 
Department of Educational Psychology, Teachers College, Co- 
lumbia University. 

So far as our discussions are concerned we shall endeavor 
to make them brief and to the point. So far as we draw any 
conclusions they must be tentative, but the material from which 
conclusions are drawn will be in the great majority of instances 
presented. Anyone is at liberty to study the original records 



A Study of Elimination 85 

and to draw from them such conclusions as seem logical whether 
or not they agree with those hereinafter published. 

All of our original information is tabulated by individuals, 
by classes, by sexes and by schools. The first plan of printing 
involved the publication of all data by schools but this alone 
would multiply by eleven all the tables we here present. Fur- 
thermore, there might appear in parallel columns suggested com- 
parisons capable of misunderstanding and productive of no good 
result. 

However much local students of education may be interested 
in individual high schools, their interest in the high school popu- 
lation at large is much greater, while to those outside of the 
city the comparison of individual schools is of no interest. By 
embracing all types of schools and all courses offered, we have 
made certain of unbiased data. We are fairly sure we have 
an accurate index of the situation as a whole. 

The valid objection will be raised that the combination of 
classical, commercial, and technical pupils in one group, will 
fail to show the distinctive advantages of any one type of course 
or of school. This objection is of course admitted, but we 
must answer that this comparison may properly be left for a 
special study at some later time. The information we need for 
this study is at hand, but is, for the present, held in 
reserve. 

So too with the separate tabulation of the sexes : not all such 
tabulations are shown, though such tabulations were always 
previously made. Where prominent sex differences appear, boys 
and girls are separately tabulated; but, where differences are 
slight or peculiar to only one group, the entire table by sexes 
is not presented but only the total of boys and girls combined. 

Where percentages are shown they are almost entirely limited 
to whole numbers ; the decimals of a per cent are not shown 
but combined in the customary way, one-half or over being con- 
sidered as one per cent. It is hoped that in this way the reader 
will be saved unnecessary fatigue in comparing percentages and 
since no hair-splitting comparisons are attempted, nothing will 
be lost by close approximations rather than mathematically com- 
plete decimal percentages. 

It should be constantly remembered that in all our conclusions 
we are thinking of the one thousand registered pupils with 



86 Elimination of Students in Public Secondary Schools 

whom we are directly concerned. We do not attempt to make 
generalizations for the entire high school population but leave 
that wholly to the judgment of the individual reader. 

So far as our registered pupils are concerned, our conclusions 
will be found to be carefully considered and conservatively 
stated. It is for the student of local conditions to determine 
how far our cross section of the high school population is a 
true indication of the high school situation at large. 

Elimination Groups 
Explanation of Totals in Groups 

Because of proved removal from the city or because the 
pupils left before they could be properly estimated by their 
high school teachers, a certain number of the 382 boys and 620 
girls who were true entering pupils still could not be considered 
when we came to the question of eliminations. During the first 
half-year of this investigation many pupils were discharged be- 
cause they had moved from the address from which they regis- 
tered when entering. Out of the 139 pupils who left during 
their first term, 7 boys and 10 girls were actually found to have 
moved from the city, a total of 12 per cent of those who left 
during the first five months. However, by no means all of those 
reported as moving from the city or " not found " at their 
original address actually moved from the neighborhood as care- 
ful following up discovered. Not infrequently a family would 
move but a few blocks, yet leave no word at their original 
address as to where they had gone. Such families were traced 
through friends of the pupils who left. When it could be estab- 
lished beyond a reasonable doubt that a family had moved from 
the city the pupils so discharged from the high school were not 
counted as eliminations but subtracted from the total of the 
group. 

However, as the investigation proceeded it became harder and 
harder to find the time to test removals as to their genuineness 
so that finally, except in proved cases, pupils (in an ever de- 
creasing percentage), who were reported as moved, were not 
taken from the recorded groups but tabulated with the rest 
as eliminated. To a certain extent then, each eliminated group 
may contain a few (from 4 to 6) whose genuine elimination is 



A Study of Elimination 87 

in doubt. These pupils may have, or may not have, been " elim- 
inated " in the true sense of the word. However the percentage 
of those in doubt is always very small, rarely exceeding five in 
one hundred, and so while not forgotten may be considered as 
not reflecting any great degree of doubt upon the general con- 
clusions drawn from the study of a group. 

Explanation of Groups 

Our entering pupils were 382 boys and 620 girls, a total of 
1,002. The pupils whom we shall consider in our study of 
elimination are 366 boys and 592 girls, a total of 958. 

We have divided these 958 pupils for purposes of discussion 
into nine groups. The first seven groups are composed of the 
eliminated pupils arranged according to their dates of discharge 
from high school. The eighth group is made up of the pupils 
who graduated by or before the close of their fourth high school 
year. The ninth group is made up of the retarded or left-over 
pupils who were still on the rolls at the beginning of their fifth 
high school year. 

Since in our tables it will be impossible to repeat a descrip- 
tion of the arrangement of each group, it is very important 
that the reader remember the group name for each one of the 
following groups. 

Before we even begin to discuss the groupings of our pupils 
it may be well to caution the reader against confusing with the 
pupil who stays, let us say, one year, the pupil who has completed 
one year of the high school course. In all the discussion 
which immediately follows, we are concerned only with the 
length of stay. So it may be that several pupils who have com- 
pleted two years of their stay in high school may have com- 
pleted but one year of the high school course. With this dis- 
tinction clearly in mind, we will proceed to a very brief statement 
of the groups. 

Group I. Pupils who were discharged during their first term 
in high school, i.e., during the first half of their first high school 
year. These pupils were discharged between March i, 1906 
and June 30, 1906. 

Group II. Pupils who stayed in school for their first term 
but who did not return to school in September, 1906 to do any 



88 Elimination of Students in Public Secondary Schools 

school work. They were discharged from school in September, 
1906. 

Group III. Pupils who began but did not finish their second 
term in high school, the second half of their first school year. 
These pupils were discharged between October i, 1906 and Jan- 
uary 31, 1907. 

Group IV. Pupils who began their second year in high school 
February i, 1907, but who were discharged before June 30, 
1907, during their third term in school. 

Group V. Pupils who were discharged during the fall of 
1907 from September i, 1907 to January 31, 1908. This group 
includes the pupils who did not return to school after the summer 
of 1907 as well as those who re-entered and subsequently were 
discharged. These pupils had all stayed three terms in high 
school and some stayed nearly four terms or nearly two years. 

Group VI. Pupils who were discharged from school between 
February i, 1908 and January 31, 1909, that is, during their 
third year or 5th and 6th terms in high school. Some of these 
pupils were discharged in the spring of 1908, some failed to 
return after the summer and others were discharged late in the 
fall or early in the winter. 

Group VII. Pupils who were discharged during their fourth 
year, or seventh and eighth terms in high school between Febru- 
ary I, 1909, and January 31, 1910. This group does not include 
the few who graduated or were certificated before the close of 
their fourth high school year. 

Group VIII. Pupils who were certificated or graduated at 
or before the end of their fourth year in high school January 
31, 1910. 

Group IX. Pupils still on the school rolls February i, 1910. 
These are the left-over or retarded pupils who stayed four years 
(eight terms) in high school but who failed in that time to 
complete satisfactorily the work necessary either for a certificate 
or for a diploma. 

Summarizing all our figures we may say that before the close 
of their fourth term in high school half of all our pupils have 
left. Indeed we may say that nearly half of our pupils do not 
even stay to begin their fourth term. As to the rate of elimina- 
tion we may say that approximately one-quarter do not stay 
longer than one term ; over one-third stay no longer than two 



A Study of Elimination 



89 



terms (one year) ; one-half, as has been stated, do not stay 
for two years ; two-thirds do not begin their fourth year ; three- 
quarters do not stay for four years. 

ARRANGEMENT AND SIZE OF THE GROUPS I-IX 





Boys 


Girls 


Total 


Group I — Feb., 1906-June, 1906 

Group II — Sept., 1906 


41 
57 
43 
29 

50 


67 

73 
75 
48 

65 


108 
130 
118 


Group III — Oct., 1906— Jan., 1907 


Group IV — Feb., 1907— June, 1907 


77 


Group V — Sept., 1907— Jan., 1908 






Eliminated during first and second years 


220 

37 
33 


328 

57 
35 


548 

94 
68 


Group VI — Feb., 1908— Jan., 1909 


Group VII — Feb., 1909— Jan., 1910 






Eliminated during first, second, third and fourth 
years 


290 

43 
33 


420 

68 
104 


710 
III 


Group VIII — Certificated or Graduated 


Group IX — In school Feb., 1910 


137 




Revised totals, nine groups 


366 
16 


592 

28 


958 
44 


Original entries, now omitted, " unclassified "...,. 


Original total recorded pupils 


382 


620 









SAME GROUPS SHOWING PERCENTAGE OF ELIMINATION 

BY SEXES 



Group I . . . . 
Group I-II. . 
Group I-III. 
Group I-IV . 
Group I-V. . 
Group I- VI . 

Group I-VII 

Group VIII . 
Group IX... 

Total. . . 



Boys 



4-1 
98 
141 
170 
220 
257 



43 
33 

366 



Per cent 

OF TOTAL 
BOYS 

II 

27 

39 

46 
60 
70 

79 



Girls 



67 
140 

215 
263 
328 
38s 

420 

68 

104 

592 



Per cent 

OF TOTAL 

girls 
1 1 

24 

36 

44 

55 

65 
71 



Total 



108 
238 
356 
433 
548 
642 

710 

III 
137 

958 



Per cent 

OP 
TOTAL 

II 

30 

37 
45 
57 
67 

74 

12 
14 



Qo Elimination of Students in Public Secondary Schools 

In four years there is then an elimination of about three- 
quarters of our group at the rate shown. Finally of our re- 
maining fourth, about one-half graduate on time and the other 
half remain as retarded pupils. 

Without spending any time in a discussion of the differences 
in elimination between boys and girls it may be briefly noted 
that the boys are eliminated somewhat more quickly than the 
girls, this difference being most marked at the end of the first 
term in the first year and again during the seventh and eighth 
terms in the fourth year. 

Almost exactly the same fraction of boys and of girls gradu- 
ate on time, but there are relatively twice as many girls as boys 
in the retarded group of pupils beginning their fifth year in 
high school. 



SECTION II 



AGE AND ELIMINATION 



There is now given a table showing the ages of the pupils 
who left during the periods covered by Groups I to VII. The 
graduates are shown in Group VIII and the pupils still in 
school in Group IX. The ages are arranged on the basis of 
the entering age only. Eleven years means from eleven years 
zero months, to eleven years eleven months, inclusive. All ages 
are calculated from February i, 1906. Inasmuch as not all the 
pupils gave their age correctly at first and some could not be 
verified later, the totals of a group of ages rarely equal the 
total number of pupils in that group. 



ELIMINATION BY AGES 



Age 


I 


II 


III 


IV 


V 


VI 


VII 


VIII 


IX 


Totals 




B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. G. 


1 1 years . . . . 


I 



































1 

















2 


12 years. . . . 








2 


I 


I 


I 


2 


2 


4 


2 


I 





I 





2 


5 


2 


4 


IS IS 


13 years. . . . 


9 


13 


10 


18 


14 


lb 


7 


12 


10 


14 


II 


15 


10 


10 


10 


33 


10 


27 


100 158 


14 years. . . . 


10 


29 


20 


25 


13 


28 


12 


lO 


17 


24 


15 


30 


12 


II 


16 


19 


14 


39 


129 221 


15. years 


12 


17 


15 


18 


9 


22 


4 


15 


12 


13 


5 


6 


8 


12 


4 


10 


4 


27 


73 140 


16 years.. . . 


s 


7 


8 


9 


4 


7 


4 


3 


7 


II 


4 


4 


I 


2 


2 


I 


1 


5 


36 49 


i7'years. . . . 


I 


I 


2 





I 


I 














I 

















I 


1 


6 3 


18 years. . . . 
;? Totals 














I 




















I 




















I I 


38 


67 


57 


71 


43 


75 


29 


48 


SO 


64 


37 


56 


33 


35 


43 


68 


32 


103 


362 587 



There are too few eleven-year-old pupils to consider. Of the 
twelve-year-old boys, two of fifteen graduated on time, and two 
are still in school retarded, while eleven have left school. Of 
the twelve-year-old girls five of fifteen graduated on time and 
four were retarded, leaving but six who have been thus far 
eliminated. 

Of the 100 thirteen-year-old boys 19 graduated and 10 are 
retarded while 71 were eliminated in the course of four years. 
Of the thirteen-year-old girls (158 in all) 33 graduated and 2y 
are retarded while 98 were eliminated. 

91 



92 Elimination of Students in Public Secondary Schools 

The largest entering group by age was the fourteen-year-old 
children. The median by sexes as well as that of the entire 
number of recorded pupils was 14^ years old. At an age 
recorded as fourteen but not yet fifteen we have 350 entering 
pupils, 129 boys and 221 girls; 16 of these boys finished on 
time, 14 were retarded and the remaining 99 were eliminated ; 
while of the girls, 19 finished on time, 39 were retarded, and 
163 eliminated. 

Of the 109 boys who entered at fifteen or sixteen years of 
age but six graduated and five remained at the beginning of the 
9th term. Ninety-nine out of 109 have dropped out. Of the 
189 girls of similar ages 11 graduated and 32 are retarded while 
146 have dropped out. 

So far as age alone is concerned pupils who enter high school 
before they are fourteen years of age do- very much better 
than those who are older. Of these pupils almost twice as 
many remain as of those who enter high school between four- 
teen and fifteen, while of the fourteen-year-old pupils in turn 
about twice as many remain as do of those who are fifteen or 
over. 

The older pupils seem to leave in large numbers each fail. 
Many of these either do not return at all to school in September 
or else stay but a few weeks, possibly until they find a position 
to earn money, although many are attracted to the short courses 
of the " business colleges " already mentioned. 

The relation of elimination to age also points to a shorter 
unified high school course for those whose age indicates that 
about two years will be their entire length of stay. Pupils who 
do not graduate from the elementary school until fifteen might 
possibly be allowed to elect in high school those subjects best 
fitted to their immediate requirements without any great altera- 
tion of the curriculum as it now stands, but a more wholesome 
plan Avould be the arrangement of elective shorter courses, the 
unity and correlation of which would be guaranteed by those 
who planned them. 



A Study of Elimination 
Have you younger brothers or sisters f' 



93 





I 


II 


III 


IV 


V 


VI 


VII 


Total 


VIII 


IX 


Grand 
Total 


Yes.... 

No 

Blank. . 


43 

57 
8 


59 
6o 
II 


56 

59 

3 


27 

46 

4 


46 

59 
10 


38 
44 
12 


21 

43 

4 


290 
368 

52 


35 
64 
12 


36 
81 
20 


361 

513 

84 




io8 


130 


118 


77 


115 


94 


68 


710 


HI 


137 


958 



Have you had any serious illness f 





I 


II 


III 


IV 


V 


VI 


VII 


Total 


VIII 


IX 


Grand 
Total 


Yes.. .. 

No 

Blank. . 


18 
77 
13 


24 
90 
16 


30 
63 
25 


26 

35 
16 


35 
70 
10 


32 
48 

14 


19 

4^ 
8 


184 
424 
102 


37 
51 
23 


44 
61 
32 


26s 
536 
157 




108 


130 


118 


77 


115 


94 


68 


710 


III 


137 


958 



Do you suffer from frequent severe headaches? ' 





I 


II 


III 


IV 


V 


VI 


VII 


Total 


VIII 


IX 


Grand 
Total 


Yes.. .. 

No 

Blank. . 


23 

79 

6 


27 

91 
12 


26 

84 
8 


16 

57 

4 


23 
76 
16 


IS 

74 

5 


9 

54 

5 


139 

515 
56 


19 

83 
9 


28 
104 

5 


186 

702 

70 




108 


130 


118 


77 


115 


94 


68 


710 


III 


137 


958 



Do you wear glasses? 





I 


II 


III 


IV 


V 


VI 


VII 


Total 


VIII 


IX 


Grand 
Total 


Yes. . . . 

No 

Blank. . 


15 

89 

4 


II 

106 

13 


10 

99 

9 


7 

62 

8 


II 
85 
19 


15 

74 

5 


10 

53 

5 


79 

568 

63 


16 

86 

9 


13 

115 

9 


108 

769 

81 




108 


130 


118 


77 


115 


94 


68 


710 


III 


137 


958 



94 Elimination of Students in Public Secondary Schools 

Younger Brothers and Sisters and Elimination 

An examination of the eliminations shown by children in 
high school who have younger brothers as compared with the 
eliminations of those who have none younger in the family 
may help us to determine how far this factor influences elim- 
ination. 

During the first two years 64 per cent of those having 
younger brothers or sisters are eliminated while but 55 per cent 
of those with no brothers or sisters younger, are eliminated. 
During the entire four years 80 per cent of those with younger 
children in the family are eliminated against 72 per cent of 
those with none younger. 

This contrast in percentages while not startling is still great 
enough to be worthy of consideration. It appears that the pupil 
who has no younger brothers and sisters stands a somewhat bet- 
ter chance of staying in school than do the older children in a 
family. On the average he seems to stay nearly a term longer. 

We have in these figures an estimate of the eliminating effect 
of narrow financial conditions that should be considered in con- 
nection with the factor of rent. 

Previous Serious Illness and Elimination 

In so far as previous serious illness has made a boy or girl 
enter high school at an advanced age we have already seen 
that it will increase that pupil's chances of early elimination. 
In so far as this illness leaves a pupil in a weakened state, 
unable to do the hard work required, one might also expect 
a greater early elimination. However, during the first two years 
those who report this early illness actually leave in less numbers 
than do those who make no such report. Only 50 per cent of 
those reporting previous illness have left as against 63 per cent 
of those reporting no illness. This is still more marked when 
we contrast these two factors (illness vs. no illness) in the 
total eliminations for four years. Those who report illness have 
lost 56 per cent while those who report no illness have lost 79 
per cent. 

Apparently then, previous serious illness among our recorded 
pupils cannot be counted as a serious impediment to continu- 
ance in high school. If anything, it might be said to mirror the 



A Study of Elimination 95 

attitude which may be discovered in families of meagre educa- 
tion where the strong healthy children are sent early to work as 
being able to take care of themselves in the struggle for ex- 
istence, whereas the weak or sickly are kept in school as needing 
all that the school can give in order to enable them to succeed 
in their struggle for a livelihood. 

Frequent Headaches and Elimination 

No striking contrast is found in the eliminations of those 
who report frequent headaches and of those who report that they 
never so suffer. A few more {62 per cent) of those reporting 
headaches leave early in the course than do those (55 per cent) 
reporting no headaches. However, at the end of four years the 
percentage of eliminations from each group is almost exactly 
the same (75 per cent vs. 73 per cent) so that this factor may 
apparently be disregarded. 

Wearing of Glasses and Elimination 

During the first two years 57 per cent of those not wearing 
glasses have left as against 50 per cent of those who do wear 
glasses. At the end of four years, however, the two percentages 
(74 per cent vs. 73 per cent) may be considered practically 
identical. 

In so far as eye strain is concerned there are no results from 
a study of our recorded group to show any very marked influ- 
ences. About all we can say is that during the first two years 
children who suffer from headaches and those who do not wear 
glasses leave in somewhat greater relative numbers than those 
who have no headaches and do wear glasses. 

So far as our study has shed any new light upon this ques- 
tion of eye strain it might be said to have weakened the previous 
value attributed to this factor as an influence in elimination. 



SECTION III 



NATIONALITY OF FATHER AND ELIMINATION 
COUNTRY OF FATHER'S BIRTH AND ELIMINATION 



II 



III 



IV 



VI 



VII 



Total 



VIII 



IX 



Grand 
Totals 



Blank 

U. S. A 

Austria 

Hungary. . . 
Bohemia . . . 
Canada, Eng 
Canada, Fr. 
Denmark. . . 
England. . . . 

France 

Germany. . . 

Holland 

Ireland 

Italy 

Norway .... 

Poland 

Russia 

Roumania. . 
Scotland . . . 

Sweden 

Switzerland. 

Spain 

Turkey 

Euro., Heb. 

Totals.. 



27 
307 



106 

3 
66 



37 

428 

34 

12 

3 

9 

4 

4 

43 

6 

140 

4 

73 

13 



91 
6 



958 



I. Totals of Groups I-V Inclusive 
Before the close of the fourth high school term, Groups I-V, 
i. e., 57 per cent of our entering pupils, were eliminated. If the 
nationality of a pupil's father had any marked influence upon 
his retention in high school we should find the groups, when 
arranged by the father's nationality, varying markedly from 
the 57 per cent elimination which characterized the group as 
a whole. Such variation is, however, not conspicuous in any 
case. Indeed considering the possible variations that might arise 
from the selection of a necessarily limited number from the 
children of each nationality, it is remarkable how close to the 
57 per cent line the number of eliminated children of each 
nationality comes. 

Among the nationalities represented by a large number of 
pupils, in only two cases do the percentages differ markedly from 
96 



r 



A Study of Elimination 97 

the percentage of the entire group. The most significant com- 
parative loss is in the group whose parents were born in Ireland, 
Fifty-five out of a total of seventy-three have left, which shows 
an elimination of approximately 75 per cent. A considerable 
loss is shown by the children of Austro-Hungarian parents (not 
divided in this investigation into Bohemian, Bulgarian, German, 
Hebrew, Magyar, Polish, Slovak, etc.), namely, 63 per cent. 
The Scotch, represented by only twenty at the start have 
lost fourteen or 70 per cent, but the small number of children 
of Scotch parentage considered, makes any generalization here 
uncertain. So also among the Austro-Hungarians the probable 
combination of five or six distinct races under one national 
name makes our results somewhat ambiguous. There only re- 
mains then the probability that the children of Irish parentage 
leave during the first two years in decidedly larger comparative 
numbers than those of any other parentage. It is for the careful 
student of national traits to make the explanation of this situa- 
tion. It is beyond our province to attempt more than a mere 
statement of the facts. 

We may however suggest that no study of Nationality by 
itself alone will develop all the facts. The combination of 
Nationality with the parents' occupation, monthly rental, size 
of family (number of older and younger children) at least, 
would be necessary if we were to attempt to follow this factor 
to an unquestionable conclusion. 

2. Totals of Groups I -VI I 

At the close of the fourth high school year we find that 
nearly all the nationalities represented in our original entering 
population are also represented either in the graduating classes 
(Group VIII) or in the retarded group (Group IX). 

If we consider Poland with Russia, and undoubtedly many 
children so recorded it on their cards, we find that only Den- 
mark and Spain, with four and one original representatives 
respectively, are no longer represented. 

Of the entire original number of recorded pupils now reduced 
to 958 we found that 74 per cent* had left the high school. In 
our eliminations by Nationality, Ireland, as was to be expected, 



* See tables on page 



98 Elimination of Students in Public Secondary Schools 

leads with 90 per cent. Next in order come the smaller groups 
of Italian and Scotch parentage with 85 per cent each. Those 
of Austro-Hungarian, English and German parentage show an 
elimination about that of the total number (74 per cent), 
though the German percentage is slightly higher. Children of 
American parentage show about 72 per cent eliminated (in 
which, as we shall later see, the boys make up more than their 
share). The lowest percentage of eliminations among nationali- 
ties represented in any number is the Russian (largely Hebrew 
if not wholly so) with 71 per cent. 

The only nationalities present in sufficient numbers to allow 
a vaHd estimate of the median expectation of high school life 
are: U. S. A., Germany, Ireland and Russia (largely of course 
Hebrew). By the middle of the second term in high school 
half of the children of Irish parentage have left. By the middle 
of the fourth term half of the children of German parentage 
(German Hebrew included) have left. By the close of 
the fourth term (or second year) of high school half of the 
children of Russian (Russian Hebrew included) and of Amer- 
ican parentage have left. The children of Irish parentage thus 
stay about half as long as those of German parentage and not 
quite half as long as the children of parents born in America 
or Russia. 

So far then as our figures show the staying power of the 
races, the Russians (Hebrews) lead, with Americans second. 
However, this is not the complete story our records disclose. 
Staying in high school for four years may be no virtue and 
of little benefit if a pupil stays four years to make but two years' 
progress. A better appreciation of the situation may be secured 
when we come to study the parentage by Nationality of those 
who successfully completed their course. Further discussion on 
this point is therefore postponed until we come to a considera- 
tion of the graduating class groups. 

Nationality, Sex, and Elimination 

As a rule no greatly marked distinction occurs between the 
elimination of boys and of girls whose parents are of the same 
nationality. There are however a few marked sex differences 
that are worthy of mention. 



A Study of Elimination 99 

There are about twice as many girls of American parentage 
in our recorded totals as boys of similar birth. This approxi- 
mates our total register of 38 per cent boys and 62 per cent 
girls but shows a slight excess of girls of American parentage 
over similar boys. 

However, when we consider the elimination of these children, 
we find that before the close of the second year of school, 58 
per cent of the boys of American parentage have left, while 
only 48 per cent of similar girls have left. In the gradu- 
ating group no marked differences appear, boys and girls of 
American parentage being represented by approximately the same 
relative percentages (11). When however we come to the re- 
tarded pupils of Group IX, we find 11 per cent of the boys of 
American parentage contrasted with 21 per cent of the girls of 
similar birth. Among the children whose fathers were born in 
England, about the same sex differences appear as those just 
stated. The boys of Irish parentage also greatly exceed in their 
rate of elimination the girls of Irish parentage, though both leave 
very early. 

Between the boys and girls tabulated under all the other 
nationalities there are no marked sex differences in elimination. 
Why should these boys of English speaking parentage leave high 
school so much earlier than the girls of similar parentage ? Why 
should these boys leave earlier than the boys of other nation- 
alities? Why should the girls of English speaking parentage 
be found in the retarded group relatively in excess of all the 
girls of other parentage? 

So far as our recorded thousand is concerned these condi- 
tions are undeniably true. How far they mirror conditions 
throughout the city one must estimate. It may appear that the 
children of non-English speaking parentage use our public high 
schools to better purpose than those whose birth and language 
might give them an apparent advantage. Much of this responsi- 
bility, it might seem, must rest upon the parents themselves, 
rather than upon either the pupils or the school. 



SECTION IV 

CHOICE OF OCCUPATION AND ELIMINATION 

The tables which follow show the rates of elimination accord- 
ing to the occupation which the pupil expects or hopes to follow 
in earning his living.* 

WHAT THE RECORDED BOYS EXPECTED TO DO FOR A 

LIVING 





Unci.. 


1 


II 


III 


IV 


V 


VI 


VII 


VIII 


IX 


Totals 


Blank 


2 

6 
o 
o 
o 
o 
o 
o 
o 
o 


2 



o 
o 
o 
o 

I 

2 

I 
o 



o 
o 
o 
o 
I 
o 
o 
I 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 


s 

17 
o 

I 
o 
o 
o 

I 

o 
o 
o 
4 
o 
o 
o 
o 

2 

1 
3 

2 

o 
I 
I 
o 
o 
o 
o 
I 
o 
o 
o 
o 
I 
I 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 


s 

i8 

2 

I 
I 
o 
o 
o 
o 
I 
o 
8 
o 
o 
o 
I 

2 

o 
6 

5 
I 
o 
o 
o 
o 
o 
o 

2 

o 
o 
o 
o 
o 
o 
r 
o 
o 
o 
I 
I 
1 
o 
o 
o 


4 

i6 

o 

o 
o 
o 
o 
o 
o 
o 
o 
6 
o 
o 
1 
o 
o 
I 
S 
3 
o 
o 
o 
I 
o 
o 
I 
I 
o 
I 
o 
o 
o 
o 
o 
I 
o 
I 
o 
I 
o 
o 
o 
o 


o 

14 
I 
I 
o 
o 
o 
o 
I 
o 
o 
4 
o 
o 
o 
o 

2 
O 
I 

o 

o 

o 
o 
o 
o 
o 

2 
O 

o 
o 



I 
o 
o 
I 
o 
o 
o 
o 
o 
o 
o 
o 


3 
i6 
o 

I 
I 
I 
o 

2 

o 
o 
I 

s 

o 

I 
o 

I 
o 
4 
3 
o 
o 
o 
o 
I 
o 
o 
3 
o 
o 

4 

o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
1 
o 
o 


I 
II 

o 
o 
I 

I 
I 
o 



o 
o 
3 
o 
o 
I 
o 
o 

2 

4 

7 



o 
o 
o 
o 
o 
o 
4 
o 
o 
o 
I 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 


I 

lO 

I 
I 
I 
o 
o 
o 
o 
o 
o 
I 
o 
o 
o 
o 
o 
o 
3 

2 
2 

o 
o 
o 
o 
o 
o 
4 
I 
o 
I 
o 
I 
o 
o 
o 
I 
o 
o 

2 

o 
o 

I 
o 


4 
9 
3 
I 
3 
o 




o 
o 
o 

I 



o 
o 
o 
o 
o 
8 

2 

O 

o 
o 
o 
o 
I 
o 
4 
o 
o 
I 
o 
o 
o 
o 
o 
o 
o 
o 
4 



o 

I 
I 


2 

12 

2 

O 
O 

o 
o 
o 
o 
o 
o 

2 

I 
I 

o 


2 

I 

4 
I 
o 
o 
o 
o 
o 
o 
o 

I 

o 
o 
o 
o 
o 
o 
o 

o 
o 
3 
o 
o 
o 
o 






129 

9 
6 


"Go to College" 

"Some profession" 

Architect 






Banker 




Bookkeeper 


3 














36 

I 


Cheese merchant 


Dentist 






3 
9 

5 
39 

27 
5 






Civil 


Electrical 

Mechanical. . . 
" Locomotive. . . 

" Steam 

Engraver 






Forester 










24 












Merchant 






Policeman 






Salesman 




Ship builder 








Surveyor 




Teacher 




Teacher of gymn 

Teacher of music 

U. S. Army 




U. S. Navy 








Totals 


i6 


41 


57 


43 


29 


so 


37 


33 


43 


33 


382 





* See Part II, Section VI, pp. 49-57. 
100 



A Study of Elimination 



lOI 



WHAT THE RECORDED GIRLS EXPECTED TO DO FOR A 

LIVING 





Uncl. 


I 


II 


III 


IV 


V 


VI 


VII 


VIII 


IX 


Totals 


Blank 


2 
lO 

3 
o 
I 
o 
o 
o 
o 
o 
o 
o 
o 
o 
o 

2 

o 
o 
4 
3 
o 
I 
I 
1 


3 
36 
I 
I 

3 
I 


I 
I 



2 
2 
I 

9 
6 






S 
41 

I 


I 

I 

1 








8 
14 

I 




13 
32 

I 


I 
I 


2 

1 
1 
I 


I 
I 
5 
IS 






3 
19 

2 


I 

I 

2 

I 






6 
13 






8 

26 

2 



2 

I 

I 


I 





7 
13 
I 
3 




4 
25 
2 




I 
I 

I 







2 
19 

2 




4 
II 

1 




1 










3 
15 






7 

22 

4 



I 
I 
I 










I 
26 

4 




7 

38 

9 





I 




I 



3 


I 
43 

I 




56 






College 


26 


Artist 




Author 








"Business" 






6 


"Book covers" 

Dressmaker 


I 


Housekeeper 




Librarian 




Law 




Medicine 




Milliner 






7 


Office work 




Pharmacist 






46 


Teacher, P. S 


167 


Teacher, elocution 

Teacher, music 

Teacher, phys. cult .... 
Telegrapher 


I 
12 

I 






Totals 


28 


67 


73 


75 


48 


65 


57 


35 


68 


104 


620 







Groups I, II, III, IV and V contain the pupils who left 
during the first two years of their high school experience. By 
this time 60 per cent of the boys and 55 per cent of the girls 
had left the high school where they were recorded. 

Of the boys in Groups I to V who were uncertain as to their 
probable future occupation we find that 68 per cent have dropped 
out ; while among the girls the larger fraction of uncertain girls 
has been somewhat less depleted (61 per cent approximately 
having left). This would tend to show that the boy or girl, 
especially the boy, who has some definite occupation in mind 
lasts a trifle better than the boy with no such determination. 
The great majority of boys who named business (36 in all) 
as their occupation have left school, only about one-fifth remain- 
ing to begin their third year in high school. About half of 
those who elected Civil or Electrical Engineering have left, 
while about the same fraction of those who elected Law have 
dropped out. 

On the whole, it may be inferred that the boys who elect 
occupations necessitating a college training remain longer than 
those whose aim is to prepare for other requirements ; and yet 



I02 Elimination of Students in Public Secondary Schools 

it must be recognized that these boys by no means escape an 
already heavy ehmination (approximately 50 per cent) which 
is not so far below the 60 per cent of all boys combined. 

The number of girls leaving is made up to a considerable 
extent from the undecided girls and is augmented by nearly all 
the girls who have chosen business, bookkeeping, dressmaking, 
millinery, music and stenography. More than four-fifths of 
those that chose stenography have left. Of the total that remain 
practically the only girls choosing an occupation expect to be- 
come teachers and of these nearly two-thirds are still in school. 

Elimination in Groups VI and VII, or during the third and 
fourth high school years, is decidedly less marked, as has been 
noticed. 

Of the graduating group. Group VIII, we may notice that 
among the boys " Business "* with its 34 true starters has 
but one representative, which is nearly three times as poor a 
showing as that made by the undecided boys. Would-be Archi- 
tects, Civil Engineers, Lawyers and Teachers make up nearly 
three-quarters of those expressing a choice among the boys 
who graduate on time. 

Of the 68 girls who graduated 35 were those who expressed 
a definite choice and of these 35 not less than 26 hope to be 
(public) school teachers, while four others hope to be teachers 
of music. When we add to these graduates the 43 girls still 
in school who expect to become teachers, we may feel warranted 
in saying that our totals indicate that for girls the high school 
course stands above everything else as a preparation for teaching. 

Group IX, the group of hold-overs or retarded pupils, mostly 
girls, is really noteworthy, on the point of chosen occupation, 
only because it contains so many girls (43) who expect to 
teach. 

Reviezving the entire subject one might say that our figures 
suggest that hoys who think they can gain the necessary training 



*It is possible that in the elimination of boys one would find that a 
very potent factor is a strong desire to do something which to the 
boy's own way of thinking is " really worth while." Many boys, often 
among the more able, grow more and more impatient of work whose 
immediate resultant benefit they cannot perceive. Because they feel 
capable of " making a living for themselves " these boys, many of whom 
choose " business " for a future occupation, are anxious to win their 
spurs in the real world of commerce rather than to delay longer in a 
theoretical preparation whose real utility they are not able to comprehend. 



A Study of Elimination 103 

for their life work in any other zuay than through high school 
have selected that other way. Of those to whom a high school 
education is an absolute necessity, as a means of preparation, 
from one-half to two-thirds still fail to keep up with the standards 
required. 

For the girls, business occupations, trades and stenography 
foretell an early elimination, while the girl who looks forward 
to teaching apparently stands the best chance of finishing her 
course. 

The reader who is interested in any occupation should follow 
the history of those choosing it, horizontally across the table. 
He will find, for instance, that boys reporting " college " or 
" teaching " as their expected work stay in high school about 
four times as long as do boys reporting " business." By study- 
ing the tables horizontally a great number of interesting com- 
parisons may be made which are necessarily omitted in our dis- 
cussion because of lack of space. 



SECTION V ' 
EARLY INTENTIONS AND ELIMINATION 

We have arranged tables which show both by numbers and 
by percentages the answers given by boys, by girls, and by 
totals to the question " Do you regard a high school course as 
necessary for the reaUzation of your plans for the future?" It 
must be recalled that this question was asked and answered at 
the very outset of the pupils' high school career, before they 
had practically any opportunity of estimating the value of a 
high school course from personal observation.* 

The tables which follow show the answers by sexes and by 
totals, first in actual numbers and afterward in percentages, ar- 
ranged according to our elimination groups. 



"Is a high school course necessary?" 
Number of Pupils in Each Group that Replied in Each Way 



Boys 


I 


II 


III 


IV 


V 


VI 


VII 
f 


Total 
I-VII 


VIII 


IX 


Grand 
Totals 


Yes 

No 

Undecided . 


12 

7 


21 

19 
10 


27 
9 

7 


12 
8 
8 


26 

12 
10 


22 
10 

5 


28 
2 
3 


148 
79 

50 


34 
2 

7 


19 
8 
6 


201 
89 
63 


Total . . . 


38 


SO 


43 


28 


48 


37 


2,3 


277 


43 


Zi 


353 


Girls 


I 


II 


III 


IV 


V 


VI 


VII 


Total 
I-VIl 


VIII 


IX 


Grand 
Totals 


Yes 

No 

Undecided . 


13 
36 
18 


13 
38 
17 


26 
28 
18 


19 

17 
12 


24 
25 

II 


29 
14 

14 


21 
II 

3 


145 
169 

93 


32 
23 
13 


61 

22 

21 


238 
214 
127 


Total . . . 


67 


68 


72 


48 


60 


57 


35 


407 


68 


104 


579 



* See Part II, Section VIII, pp. 69-78. 
104 



A Study of Elimination 105 

Number of Pupils in Each Group that Replied in Each Way — Cont. 



Boys and 

Girls 
Totals 


I 


II 


III 


IV 


V 


VI 


VII 


Total 
I-VII 


VIII 


IX 


Grand 
Totals 


Yes 

No 

Undecided 


25 

55 
25 


34 

57 
27 


53 
37 
25 


31 
25 
20 


50 

37 
21 


51 
24 

19 


49 

13 

6 


293 

248 

143 


66 

25 
20 


80 
30 
27 


439 

303 
190 


Total . . . 


105 


118 


115 


76 


108 


94 


68 


684 


III 


137 


932 



The one way of getting an idea of the situation as a whole 
is to compare the percentages shown under the Grand Total 
by sexes with the percentages shown in any group or combina- 
tion of groups of the sex studied/ For example 56 per cent^ 
of the boys at the outset regarded a high school course as 
necessary. If these boys left exactly as rapidly as the others, 
we might expect from the star to find 56 per cent of the boys 
who answered " Yes " in each group and totals of groups. This 
is not the case, for in the total number of boys leaving by the 
end of two years (Group 1-5) we find only 45 per cent elim- 
inated, at the end of four years (Group 1-7) 53 per cent, and 
in contrast the graduating group (8) shows that 79 per cent 
of its boys on entering the high school regarded its course as 
necessary. Similar comparisons may be made for those who 
answer " No " or " Undecided." In order to avoid a need- 
lessly lengthy discussion of details, we may proceed at once to 
the more obvious conclusions, leaving a detailed study of the 
tables (which are presented in full) to those particularly inter- 
ested in this one factor. 

Let us compare the pupils who were eliminated during the 
first two years of our study (the pupils of Group 1-5 inclusive) 
with the pupils who remained four years (Groups 7, 8 and 9). 
The comparison is clearly made in the percentile table. As of 
course we should expect, the kind of a boy who leaves high 
school early is shown to be much less likely to have regarded 
a high school course as necessary than the boy who stays four 
years. The same fact holds for girls, but not so markedly. 

A less obvious conclusion may be reached by a consideration 



See page 106. 
See page 71. 



io6 Elimination of Students in Public Secondary Schools 



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A Study of Elimination 107 

of the median expectancy of leaving, that is, the time when half 
of those giving one answer will have left. Roughly (from the 
totals of boys and girls) half of the '•' Yes " group stay till 
the middle of the fifth term, that is, they stay more than two 
full years. On the other hand, half of the " No " group leave 
before the second year is scarcely begun, that is, they stay but 
one full year. From this we may see that the pupil who answers 
" Yes " is apt to stay in high school about twice as long as 
the pupil who answers " No." Between the pupils who stay 
to the third year or later, and those who stay full four years, 
there is little difference. 

From a comparison of the Median Expectancy of the boys 
answering ' 'Yes " and the girls giving the same answer, it may 
be seen that roughly the girls who answer " Yes " indicate 
a stay of nearly three years as against the boys' two years. Boys 
and girls answering " No " are half of them eliminated before 
the end of the first year, there being little or no apparent sex 
difference here. 

It should be understood that all the facts stated in these com- 
parisons are fully consistent with the fact that many pupils 
who at first regarded the high school course as necessary, did 
not complete it, and that some who did not at first regard it 
as necessary still completed it. Neither is there any incon- 
sistency in the fact that there is a great variability of length of 
stay in the " Yes " group and in the " No " group, so that 
whereas those in the " Yes " group, on the average, stay much 
longer, some of them do not stay nearly so long as some of them 
in the " No " group. Taken for the groups as a whole, the 
statements of tendencies toward elimination or toward gradua- 
tion are clearly in accord with the figures of our tabulations. 

Intention of Staying and Elimination 
The next question concerns the influence of the pupil's deter- 
mination to finish his course or to leave before graduation. This 
investigation in 1905-06 first brought to light the fact that a 
large number of the boys and girls who enter high school each 
fall have no intention of attempting to complete their course. 
This has already been discussed. We are interested chiefly now 
in finding out how many of those who really expected to gradu- 
ate, have left school without graduating. As on the question of 



io8 Elimination of Students in Public Secondary Schools 

the necessity of a high school course, we print a table giving 
all answers by sexes and by totals. 

"Do you expect to complete your course?" 





1 


II 


III 


IV 


V 


VI 


VII 


Total 

i-vm 


VIII 


IX 


Grand 
I otal 


Boys 
Yes 


8 
17 
J3 


23 
12 
22 


20 

6 

17 


14 

3 
11 


27 

5 

16 


24 
3 

10 


29 

I 
3 


14s 

47 
92 


32 

I 
10 


28 

I 
4 


20s 

49 

106 


No 


Undecided 


Total 


38 


57 


43 


28 


48 


37 


33 


284 


43 


33 


360 


Girls 
Yes 


II 
32 
24 


19 
27 
26 


25 

14 
23 


23 
8 

17 


28 

7 

25 


36 

3 

18 


23 

2 

10 


165 

93 

143 


55 
4 
9 


85 

5 

14 


30s 


No 


Undecided 


166 


Total 


67 


72 


62 


48 


60 


57 


35 


401 


68 


104 


573 


Totals 
Yes 


19 
49 

37 


42 
48 


45 
20 
40 


37 
II 
28 


55 
12 
41 


28 


52 

3 

13 


310 
140 
23s 


87 

5 

19 


113 

6 
18 


510 
151 
272 


No 


Undecided 


Total 


105 


129 


los 


76 


108 


94 


68 


68s 


III 


137 


933 



During the first two years, as was shown on page 89, over 
half of the pupils (57 per cent) who entered have left, the boys 
relatively somewhat in excess of the girls. Of the boys who 
expected to finish their course, only 43 per cent have left as 
against 60 per cent among boys as a whole. Of those who 
did not expect to finish 88 per cent have left. Of those in 
doubt, 75 per cent have left. Evidently the early determination 
of a boy to stay in school has a great influence on his length 
of stay. Nearly all of those who expected to leave have done 
so by the close of the second year. Of those in doubt, the great 
majority have apparently decided not to stay. The boys who 
intended to finish, show that intention in outlasting the other 
classes and yet 43 per cent, or over four in ten, even of these 
boys, have left. Again we must ask ourselves the questions 
"Have these boys left of choice or of necessity? If of choice, 
what were the factors? If of necessity, of what kind was the 
necessity — scholastic or financial?" 

Of the girls who answered this question regarding their de- 
termination as to their length of stay, whereas 55 per cent of 
the girls at large have left, only 34 per cent who said that they 
intended to finish have left. This shows that the early 
determination of the girls is of more importance, after two 



A Study of Elimination 109 

years, than that of similarly minded boys, 43 per cent of whom 
were eliminated. Of the girls determined to leave before gradu- 
ation nearly the same percentage (86 per cent) has left as in 
the case of boys expressing a similar expectation. The girls 
who were undecided at entrance show a large percentage of 
eliminations (69 per cent) but not so large a percentage as 
shown by boys who were undecided, 75 per cent of whom 
dropped out. 

Here, as in many other measurements, we find additional evi- 
dence for believing that the high school does not appeal so 
strongly to the boys as to girls, probably, as has been suggested, 
for the reason that without a high school education no girl may 
expect to become a teacher in the public schools of New York 
City. 

The facts above stated are seen even more clearly by noting 
the calculated expectation of high school life of those who say 
they expect to finish, those who say they do not expect to finish, 
and those who say they are undecided as to whether or not they 
will attempt to complete the course. Using in each case the 
median expectation, that is, the length to which half of the group 
in question remains, we find it to be as follows : 

Median Expectation of Pupils Answering the Question 

"Do you expect to complete your high school course?" 

When Half of the Boys Will Drop Out 

" No " — at the end of the first half year. 

" Undecided " — very early in the second year. 

" Yes " — beginning of third high school year. 

When Half of the Girls Will Drop Out 

" No " — at the end of the first half year. 

" Undecided " — ^toward the middle of the second year. 

" Yes " — middle of the fourth high school year. 

The boy who expects to complete the course thus has over 
four times as long a high school career as the boy who 
does not expect to finish, and the girl who expects to finish 
has about five times as long a stay as the girl who does not 
originally intend to graduate. The undecided boys and girls 
occupy a position midway. 



SECTION VI 
MONTHLY RENTAL AND ELIMINATION 

In the part on The Entering Population we have discussed 
the question of monthly rentals and explained the various other 
elements that should be considered when one takes rental figures 
as an indication of a family's financial standing. It was there 
shown that as maximum rentals our figures are fairly trust- 
worthy.* 

The question of Rental and Elimination, is difficult to discuss 
apart from the other characteristics under consideration. In con- 
nection with rental should be considered the father's nationality, 
his regular occupation, the occupations and salaries of older 
brothers and sisters, the number of younger children in' the 
family and the progress of the pupil himself in school as a 
promise of future profit from his high school education. That 
such a discussion is impracticable will be recognized, when one 
considers that the number of probable combinations might easily 
reach well up into the thousands. Therefore the question of 
rentals is discussed by itself and should be taken for what it 
represents alone, namely, one factor in the eight or ten we are 
following up as possibly influencing elimination. 

Sexes and Rentals 

In the total number of recorded entering pupils we have 382 
boys and 620 girls, 1,002 pupils in all. 

Out of this total number we were forced to omit some names 
(as explained previously) leaving 366 boys and 592 girls or 
958 pupils as a total. The ratio of boys to girls is as in the 
original group still 38 per cent boys and 62 per cent girls. In 
looking up rentals absolutely no attention was paid to the sex 
of the pupils as addresses were alone considered at that time. 



* See Part II, Section IX, pp. 79-83. 
no 



A Study of Elimination 



III 



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112 Elimination of Students in Public Secondary Schools 

When, however, we came to tabulate our rentals under the proper 
sexes and groups we found that little or no difference existed 
between the original ratios and the ratios of rentals by sexes. 
Of our 420 rentals 388 came within Groups I-IX. Of these 
41 per cent were the rentals of boys' homes and 59 per cent 
the rentals of girls' homes. Inasmuch as so nearly the same 
proportionate number of boys' rentals and girls' rentals were 
secured, except where there is in a group great deviation from 
this ratio, the rental by sexes will not be separately discussed. 

Groups I-IX and Rentals 

In Group I the great majority of our 48 pupils come between 
$10 and $30. The median for the group is $15. It may be 
noticed, however, that four pupils whose parents pay $100 or 
more are included in this group. It may be that these four 
pupils and possibly also the three at $45 will later enter private 
schools. 

In the second group there is a marked rise in the median now 
$25 which is higher than the median ($20) of the combined 
groups. These pupils who failed to return to school in the 
autumn are apparently not chiefly those whom necessity would 
drive to work at once. Private schools again may have claimed 
some of this group. 

In Group III the median falls again to $15, possibly indicating 
that those who left during the fall term were pupils who felt 
the fruitlessness of continuing in school as a means of increasing 
their earning power and being in need of earning money before 
long, decided to go to work at once. 

Group IV repeats very much the conditions of Group III 
or Group I. 

Group V (the pupils who left during the summer and fall 
of 1907) repeats the conditions of Group II. The median is 
again high ($25) and the supposition that some of those who 
failed to return in the Fall have selected private schools is again 
possible. 

Groups VI and VII contain pupils who left school during 
their third and fourth years respectively. Those who left during 
their third year apparently outclass financially those who left 
during their fourth year as the median of Group VI is $25 and 



A Study of Elimination 113 

that of Group VII is $15. More than in any other group, except 
Group III, we have in Group VII indications of possible finan- 
cial distress and the need for leaving school to earn money. 
It might be that Group VII represents pupils kept in school at 
considerable family sacrifice for nearly the four years and only 
when the prospect of graduation seemed doubtful or impossible, 
because of failures in lessons, were the pupils withdrawn to go 
to work. 

Group VIII, our graduating pupils, shows a group median 
of $20, which is the same as that of the nine groups combined, 
but in the girls of this group we find the median only $15. 
This is a striking and important fact. So far as our figures go, 
they show us that narrow circumstances or even poverty is not 
a hindrance in the usual sense, but rather a spur toward normal 
graduation. The girls from the low rental homes do better in 
high school and graduate earlier than their much richer sisters. 
Here again attention must be called to the inducements offered 
to girls to become teachers and to secure positions paying far 
above those that most of them could possibly reach in the com- 
mercial world. Especially to the girl in meagre circumstances 
the spur toward graduation offered by the possibilities of a posi- 
tion as teacher is, it would appear, very strong indeed. 

In Group IX (the " left-over " or retarded boys and girls), we 
find that the group median rises $5 above that of the graduates, 
while that of the retarded girls alone (girls make up three-quar- 
ters and more of this group) is $10 above that of the girls who 
graduated. Evidently these girls, many of whom will later 
graduate, do not feel the spur of necessity and are able to take 
four and a half, five, or even more years to graduate if necessary. 

On the whole the economic status of these pupils (so far as 
it is shown by monthly rental) seems to be only a slight factor 
in the determination of length of stay in high school. The one 
most marked influence seems to be that the superior economic 
status in girls leads to a longer stay in spite of failure to pro- 
gress at the " normal " rate. The general lack of evidence that 
poverty is a main cause of elimination, or perhaps a cause of 
any appreciable magnitude, is of course of the utmost importance. 
We saw in an earlier section that children remain through the 
elementary school and enter high school from homes of the 
most meagre financial resources. We now find that such chil- 



114 Elimination of Students in Public Secondary Schools 

dren remain in high school as long or nearly as long as do 
children whose parents pay $40 or more a month for rent. 

Summarizing our findings in this division of our investiga- 
tion we might say that early elimination from high school is 
favored by a late entering age; by having younger brothers or 
sisters ; by a childhood free from serious illness ; by foreign- 
born parentage of Irish, Austro-Hungarian, Scotch or Italian 
stock; by the choice of "business" as an occupation by boys 
or stenography by girls; by a disbelief in the value of a high 
school course; by an uncertainty as to probable length of stay 
or a determination to leave early. 

On the other hand elimination does not seem to be greatly 
increased by eye strain or frequent headaches. There is no 
evidence that poverty causes early elimination. 



PART IV 
ADVANCEMENT IN THE SCHOOL COURSE 

SECTION I 



GRADES FROM WHICH PUPILS WERE DISCHARGED 
GRADES FROM WHICH BOYS WERE DISCHARGED 



Group*. 



II 



III 



IV 



V 



VI 



VII 



Total 



VIII 



Grade 

lA 

iB 

2A 

2B 

3A 

3B 

4A 

4B 

Graduated. . . . 



Totals . 



41 



41 



57 



43 



29 



50 



103 
40 

23 

20 

7 
II 



37 



ZZ 



290 



43 



43 



GRADES FROM WHICH GIRLS WERE DISCHARGED 



Group* . 



Grade 

lA 

iB 

2A 

2B 

3A 

3B 

4A 

4B 

Graduated 



totals 



67 



67 



II 



73 



III 



75 



IV 



48 



V 



65 



VI 



57 



VII 



35 



Total 



141 
129 

55 
52 
21 



420 



VIII 



68 



68 



* For the meaning of each group (I, II, III, etc.), see page 



115 



1 1 6 Elimination of Students in Public Secondary Schools 
DISCHARGES: BOYS AND GIRLS COMBINED 



Group 


I 


II 


III 


IV 


V 


VI 


VII 


Total 


VIII 






Gjade 
lA 


108 


53 
77 


47 
71 


10 
37 
30 


2 

40 
43 


I 

7 
18 

37 

24 

7 





4 
8 

17 
18 

13 
8 


221 
232 
95 
75 
41 
25 
13 
8 




iB 




2A 






2B 










^A 










3B 











4A 











4B 










Graduated 


• • ■ 






III 


Totals 


108 


130 


118 


77 


"5 


94 


68 


710 


III 







The tables we print showing the discharges of pupils from 
school by groups and by grades furnish us with some very 
interesting figures. Until we actually take up a definite group 
of pupils and trace their progress from term to term we are 
apt to underestimate the failure to gain semi-annual promotion 
that actually goes on. 

Considering first the boys we find that more than a quarter 
of all the boys discharged do not even complete their first grade 
(lA) of high school work. An additional third of those who 
leave do not complete the work of the second grade (iB). This 
makes a total of 63 per cent of boys eliminated who do not com- 
plete the work of the first high school year. Grades lA and iB. 

Almost exactly the same total per cent of the girls who leave 
are discharged from Grades lA and iB (64 per cent) but more 
girls than boys in proportion fail to finish even the work of 
the first grades. The percentages are for girls, from lA 33.6 
per cent, from iB 30.7 per cent; and for boys from lA 27.6 
per cent, from iB 35.5 per cent. 

From Grade 2A, the first grade of the second year's work, 
about 14 per cent of the eliminated boys and about the same per- 
centage of eliminated girls are discharged. 

We now have approximately yy per cent of our pupils who 
left during the four years, discharged before they have com- 
pleted satisfactorily the work of even the first three of the eight 
high school grades. In other words, more than three-quarters 
of our eliminated pupils have been discharged without complet- 



Advancement in the School Course 117 

ing much more than one-quarter of the high school course. This 
surely is an alarmingly high percentage of eliminations in the 
lower grades. 

Granting that the pupils who leave early do not as a whole 
prepare their lessons well, nor recite well, nor pass examinations 
well, in fact granting that many are failures as students, there 
still remains open the question as to whether many or all of 
these pupils who fail in their lessons fail because, after having 
given sufficient time to study, they are not mentally able to do 
the work assigned, or whether they fail because though men- 
tally able, they simply do not attempt to do the work, having 
no interest in, or liking for it. 

At this point it would be well for us to suspend judgment 
and merely to keep clearly in mind the two quite different reasons 
that may be assigned for the failure of our recorded pupils to 
satisfactorily complete the work of the earlier high school 
grades. 

At first one might be led to attribute this most extraordinary 
showing entirely to the scholastic difficulty of the high school 
course. Any one who has taught in the earlier grades of the 
high school course will be very apt to testify to the apparently 
poor material which is given him for instruction. The pupils 
appear for the most part extremely ignorant and helpless. Above 
all they seem lacking in seriousness. 

In the later high school grades there is found a rather high 
moral standard and seriousness of purpose regarding the prepar- 
ation for daily work and the honest attempt to give each day's 
assigned work sufficient hours of home study. In the earlier 
high school grades, however, more pupils who shirk their les- 
sons and who take little or no interest in their work will be 
found. The study of our tabulated measurements under Ability, 
Industry, and Results, may aid us in determining whether this 
apparent change of attitude on the part of the pupils who stay 
longer is real or whether merely the more serious and more 
studious remain while the less studious are eliminated. 

In considering the discharges from Grade 2B, the fourth grade 
of the course, we find a much smaller representation in the 
total number of eliminated boys. A little less than 8 per cent 
of the boys discharged are discharged from the 2B grade. About 
6 per cent are discharged from the 3A grade, 4 per cent from 



ii8 Elimination of Students in Public Secondary Schools 

the 4A grade and 2 per cent from the 4B grade. There are, on 
the other hand, about 12 per cent of the eliminated girls dis- 
charged from 2B, 5 per cent from 3A, 4 per cent from 3B 
and less than one per cent from 4A and 4B. 

While the elimination of boys from successive grades during 
four years goes on in decreasing percentages from iB to 4B, 
that of the girls practically stops at 3B. This may in part be 
due to the fact that many boys who do not require the high 
school diploma in order to start upon their life-work drop out 
as soon as they feel they have secured from the high school 
about all the information or training it can give them. Espe- 
cially in the non-classical courses many boys feel no compulsion 
upon them to secure a certificate of the completion of a four 
years' course, but will accept what they consider an unusually 
promising position in an office or a shop even in the last grade 
of their four years' course. With the girls, however, gradua- 
tion from high school is a sine qua non for entrance to the train- 
ing schools for teachers and to them the high school diploma 
is of more direct and immediate value. 

It may also be possible, indeed it is probable, that a few of 
the boys who leave from 4A and 4B will, after perhaps a short 
period of employment, attempt to enter the high school depart- 
ment of the City College. Three such cases (discovered since 
the tabulation of all of our data) have actually been noted. On 
the whole, however, our figures for the last two grades apparently 
indicate that a high school diploma is not as seriously valued 
by many of our recorded boys as by the recorded girls. 

The facts of this section are also capable of interpretation 
on the basis of retardation. For example, in Group VI (pupils 
discharged during their third year in high school), our totals 
show 94 pupils so discharged. While the " normal " progress 
would find all our pupils in Grade 3A or 3B we notice that the 
great majority of the discharges are in Grades 2 A and 2B and 
even some in iB and lA. 



SECTION II 
GROUP IX: RETARDED PUPILS 

The 33 boys and 104 girls* who did not graduate but stayed 
in school for full four years form by themselves a group which 
would deserve the most careful examination and discussion were 
we able to accomplish this without extending our study beyond 
the bounds of reasonable length. The fact is that Retardation 
is almost as intricate and important a subject for investigation 
as Elimination itself. The two processes are undoubtedly closely 
related, how closely no one has yet determined. Both are im- 
portant from the standpoint of the school administrator and both 
are little understood at present. 

All things being considered, it has seemed best not to enter 
into a discussion of Retardation at this time but to hold much 
of our information for the present in reserve. By doing this 
we will not confuse the two processes, Elimination and Retarda- 
tion, and will avoid extending our study indefinitely. 

However, while omitting any extended discussion, we still recall 
that Group IX (our 137 retarded pupils) has properly been 
shown in practically all of the tables given and has in some cases 
been already discussed briefly. Therefore for the benefit of the 
reader we may sum up these former observations in a few brief 
paragraphs, first discussing the possible formation of the group. 

In studying this group one may take any one of four more 
or less opposing views : Either these pupils represent bright chil- 
dren but indififerent students who have neglected their school 
work either because they cared little for it, or because they are 
engaged in necessary wage-earning occupations out of school 
hours ; or they represent hard-working pupils who are doing their 
best but who fail in the attempt to accomplish work too hard 
for their normal rate of progress ; or they may represent fair 
students who have been led through an interest in athletics or 
school organizations to make no special effort to graduate on 

* See page 89. 

119 



I20 Elimination of Students in Public Secondary Schools 

time ; or finally they may represent pupils who, while having no 
aptitude for the school work they follow, are still kept in school 
by ambitious parents. 

In reality, this group probably included some of each type 
mentioned together with some who have been retarded by chronic 
or temporary illnesses not reported and by still other reasons. 
The reader will do well not to confine his speculations to any 
one of the causes stated but to remember that all probably have 
some influence upon the formation of this group. 

GRADES OF PUPILS vSTILL IN SCHOOL— GROUP IX 





lA 


iB 


2A 


2B 


3A 


3B 


4A 


4B 


Total 


Boys 











2 

6 


3 
9 


8 
24 


8 
24 


12 
37 


?>2> 
100 


Approx. per cent. 


Girls 


I 
I 


o 


2 
2 


4 
4 


12 
12 


14 
13 


27 
26 


44 
42 


104 

100 


Approx. per cent. 


Totals 


I 
I 


o 


2 

I 


6 

4 


15 
II 


22 
16 


35 
26 


56 

41 


137 
100 


Approx. per cent. 



RETARDED PUPILS NOT PROMOTED 





Boys 


Girls 


Totals 


Once 


12 
8 
8 

3 
2 



44 
27 

14 
12 

4 
3 


56 

35 
22 

15 
6 

3 


Twice 


Three times 

Four times 


Five times 

More than five times 



Present High School Grades 

More than half of our retarded pupils have failed of promo- 
tion more than once in the four years. More than a quarter 
of the group have failed three times or more. 

Seen from another standpoint, 61 per cent of the boys and 
68 per cent of the girls of this group are in their fourth year 
of progress, while 39 per cent and 32 per cent respectively have 
more than one full year's work ahead of them before possible 



Advancement in the School Course 121 

graduation. The one girl who is in lA had been promoted 
three times during the four years, but of her own wish decided 
" to begin all over again " and so is recorded in lA. There is 
no need to repeat in detail the facts as to grade reached in four 
years shown in the table. 

Ages 

Our retarded pupil's median age on entering was 14 years or 
over but not yet 15 years. Two of the nine pupils who were 
seventeen years old on entering are in this group as are also 
six of the original thirty who were not yet thirteen on enter- 
ing. The age shows little except that the retarded pupils are 
as a rule slightly older than those who graduate on time. 

Nationality of Father 

The greater part of the retarded group is made up of girls 
whose parents were born in America. These largely are the 
girls whose high home rental indicated easy financial circum- 
stances. 

Pupil's Choice of Occupation 

Most of the retarded boys who have remained four years are 
those whose choice would necessitate college graduation, while 
the retarded girls are made up almost wholly of the " undecided " 
and " teacher " groups in about equal proportions. Nearly twice 
as many girls who expect to teach are retarded as are graduated. 

High School Necessary? 
As has been suggested under choice of occupation most of 
our retarded pupils who have yet remained four years regard 
a high school course as necessary. Yet (though the gross num- 
ber of such boys is greater) there are relatively just as many 
retarded boys from the classes that thought high school un- 
necessary or were undecided. However, among the girls those 
who thought the course necessary are found in the retarded group 
in as great relative numbers as the other two classes of girls 
("No" or "Undecided") combined. 

Stay Full Course? 

The retarded group shows very clearly that the early inten- 
tion of staying for the full course is most potent in keeping 



12 2 Elimination of Students in Public Secondary Schools 

pupils in school even though they do not graduate on time. Not 
only is the great majority of the total pupils in this group made 
up of boys and girls who intended to stay, but relatively as 
well the percentages show a very much greater number of those 
who intended to complete their full course. 

Younger in Family 

Retarded pupils who have no younger brothers or sisters 
exceed those who have them, more than two to one ; but in pro- 
portion to their original entries the ratio is only one-half greater 
for those with none younger in the family. 

Illness 

More pupils proportionately who have had previous serious 
illness appear in this retarded group than do those who report 
no illness (Ratio i6 to ii). In gross numbers those with no 
illness exceed. 

Headaches 

Practically the same relative per cent of our retarded group 
report headaches and no headaches. Surprising as this may 
seem, the two opposing classes are represented by equal ratios. 
In gross numbers, however, those with no headaches outnumber 
the others almost four to one. 

Glasses 

Those without glasses at entrance outnumbered those with 
glasses about seven to one. In the retarded group those without 
glasses outnumber those with glasses about nine to one. 

Rents 

The median rental of the retarded group is $25 which is one- 
fourth higher than the median of the entire number of rents 
looked up. Nearly one-third of the girls come from homes 
where the rental is $45 and upward and one-tenth of the girls 
come from homes where the monthly rental is $100, which is 
extremely high. 



SECTION III 
PUPILS WHO GRADUATED ON TIME 

Introduction 

In all the following tables we do not show the percentages of 
the graduating group classified according to the different measure- 
ments, but instead we show the influence of each factor separately 
in assisting normal graduation. 

Under the tables of Ages this distinction is not clearly shown, 
but under Nationality of Parent the distinction is clearer, 
viz. J of children of American parentage only lo per cent of 
those who enter, graduate on time, as against + i6 per cent of 
the Russians and + 16 per cent of the Germans who enter. Yet 
actually fewer Russians and Germans (in the totals we studied) 
graduate from high school than do children of American parent- 
age, the reason being, of course, that fewer Russians and Ger- 
mans originally entered. Therefore at the start it is well to re- 
member that we are not studying the characteristics of the gradu- 
ates as such ; that we are not especially interested in how many of 
the graduates were of certain ages, of certain parentage, of 
certain ambitions, of certain home conditions, etc., etc. We are 
interested rather in finding out how far any one factor appears 
to have assisted or retarded graduation. For this purpose our 
comparisons are constantly made with the number of pupils 
entering instead of with the totals graduating. 

If we wish to have some basis for estimating very roughly 
whether or not a trait is valuable in assisting normal graduation, 
we might take as our basis 11 per cent, which is approximately 
the percentage on the basis of the totals by number of those 
who graduated from our original group. 

In using this 11 per cent as a guide, we will rate as helpful, 
those characteristics which show markedly more than 1 1 per cent 
among the graduates, and as harmful, those which fall mark- 
edly below 1 1 per cent. On the other hand, characteristics which 



124 EUinination of Students in Public Secondary Schools 

show approximately ii per cent would be regarded as neutral, 
or of no determining value either for or against graduation. 

The high school course is planned for the supposedly normal 
pupil. The work laid out term by term is supposed to be capable 
of accomplishment by such a pupil. If free from outside inter- 
ferences this pupil is expected to complete his secondary edu- 
cation in four years except in certain special courses where the 
time is shorter by a year. 

Out of 958 entering pupils we find that at the end of four 
years 43 of our 366 boys or about 12 per cent have either gradu- 
ated or received a certificate of attendance. Of the girls 68 out 
of 592 or about 11 per cent have either graduated or received 
certificates.* 

At the outset it may be noted, with perhaps no longer any 
surprise, that scarcely more than one pupil in nine of those who 
enter meets satisfactorily the conditions set in advance for the 
normal pupil. To be sure, not all of the eight who have failed 
to graduate on time have given up all hope of graduating. Some 
one or more in each nine are still in school hoping to finish the 
course within another year. However, with but 107 remaining 
who have completed even three years' work, one might be led 
to prophesy that certainly not more than two in ten of our 
original total will ever finish. 

Leaving for the time being the expectation of future gradu- 
ation out of our discussion we return to the fact that approxi- 
mately II per cent of the original nlimber are all that complete 
their supposedly normal course in the normal manner and time. 

One may of course claim that this is, when one considers the 
material that enters, as high a percentage as should be expected,^ 
indeed as high a percentage as is desirable. This same person 
will claim that the high school is the first step in the selection 



* Certificates, it may be explained, are granted to pupils who com- 
plete the high school course (the required subjects and hours of recita- 
tion) without meeting the full requirements for graduation so far as class 
standing or examination averages are concerned. Some pupils who intend 
to enter college upon examination do not attempt to graduate, but secure 
certificates to enable them to enter these college entrance examinations ; 
others who are unable to graduate because of poor standings in class work 
are still granted in deserving cases a certificate to show they have attended 
regularly the required recitations for the full course. For our purposes 
it does not seem necessary tO' exclude the certificated pupils from the group 
of pupils who finish their course in the so-called normal period. 



Advancement in the School Course 



125 



of leaders for the community and that one in nine is as high 
a percentage of the select as should be allowed to proceed. Fur- 
thermore one of this mind will claim that equality of oppor- 
tunity does not mean equality of accomplishment and that the 
evidence of a struggle with its subsequent elimination of the unfit 
is but a healthy sign of educational progress. 

One question, however, may be asked such an observer which 
should unsettle all his confidence: Can it be shown beyond a 
doubt that the eliminated pupils are " unfit " for educational ad- 
vancement and is it conversely true that those who are selected 
are really the most " fit " of the entering group ? 

PER CENT OF ENTERING PUPILS GRADUATING, BY AGES 



Age 



Gradu- 
ates 



Total 

Entering 



Per Cent 
Gradu- 
ating 



Boys 

II 

12 

13 

14 

15 

16 

17 

18 

Blank 

Girls 

II 

12 

13 

14 

IS 

16 

17 

18 

Blank 

Totals 

II 

12 

13 

14 

15 

16 

17 

18 

Blank 



19 
16 

4 



5 
32 

19 

10 



7 
51 
35 
14 

3 



15 
100 
129 

73 

36 

6 



IS 
158 
221 
140 

49 
3 



30 
258 

3SO 
213 

8S 
9 



126 Elimination of Students in Public Secondary Schools 

Ages and Graduation 

More boys who are 14 but not yet 15 years of age enter the 
high school than do those of any other year. However, but 12 
per cent of these boys complete their course on time, while 19 
per cent of those between 13 and 14 years graduate. Boys who 
are 12 and not yet 13 years old are represented by only 15 
pupils, 13 per cent of whom graduate. Boys who are 15 or 16 
but not yet 17 graduate between 5 per cent and 6 per cent. 
No boys who are seventeen or over or under twelve have gradu- 
ated. Our records therefore show a greatly increased chance 
of normal graduation for the boys who enter high school within 
the year after their thirteenth birthday. Here it is probably not 
the degree of maturity alone or even primarily which functions, 
but rather the age which serves as an indication of previous 
success in the elementary school, as already discussed under Age 
and Ability. 

For the girls, the small group of girls who on entering were 12 
and not yet 13 makes the best showing with 33 per cent gradu- 
ating on time, but this group is too small to permit us to give this 
percentage the greatest ability. The large group of 158 girls 
who were 13 and not yet 14 years old shows a graduation of 
20 per cent about the same as that of the boys of equal age. 
Girls who are 14 and not yet 15 drop to 8.5 per cent with a 
drop of about one point more for girls who are a year older. 
Girls who are 16 but not yet 17 years old graduate 2 per cent. 
No girls (as was the case with the boys) who are 17 or more 
years old graduate on time. 

So far as age is concerned we may readily conclude that 13 
is the ideal age for high school entrance. The pupil who so 
entered has about twice the probability of normal graduation 
that the pupil one year older has ; three or more times the proba- 
bility of the pupil two years older, and from nearly four times 
(in the case of boys) to six times (in the case of girls) the 
chance of graduation of the pupil who is three years older. 

To some, this may at once suggest the possibility of an age 
limit for entrance to the straight four years' course. To others 
it may suggest the value of a shorter course particularly planned 
for those whose age forecasts the probability of failure to gradu- 
ates in the required time if at all. 



Advancement in the School Course 127 

PER CENT GRADUATING BY NATIONALITY OF FATHER 



Blank 

U. S. A 

Austria 

Hungary 

Bohemia 

Canada, English 
Canada, French. 

Denmark 

England 

France 

Germany 

Holland 

Ireland 

Italy 

Norway 

Poland 

Russia 

Roumania 

Scotland 

Sweden 

Switzerland . . . . 

Spain 

Turkey 

Euro. Hebrew . . 



Gradu- 
ates 



5 
45 



5 

I 

22 



15 



Total 
Entering 



37 
428 

34 
12 

3 

9 

4 

4 

43 

6 

140 

4 

73 

13 



91 
6 



Per Cent 
Gradu- 
ating 



13-5 
10.5 

23-5 
1-7 
33-3 
II .1 
50.0 
o .0 
II. 6 
16.6 

15-7 
25.0 

1-3 
o .0 

50.0 
o .0 

16.4 
o .0 
5-0 
9.0 
o .0 
o .0 
o .0 

10 .0 



Of the nationalities represented by more than three per cent 
of the entering pupils, the children reporting Austrian parentage 
apparently make the best showing as 23 per cent of the original 
34 have completed their course on time. Even when one com- 
bines Austria and Hungary, the percentage though it falls to 
17 per cent is still the highest. Russia comes next with a 
little above 16 per cent. Then comes Germany with almost 16 
per cent. 

From these three nationalities, each with its very large Hebrew 
element not separately shown, we drop four points before the 
next nationality appears, which is English with 11.6 per cent of 
the original entries graduating on time. Next to the last of the 
nationalities represented by more than 30 entering children come 
those whose fathers were born in America. Of these children 
10.5 per cent have graduated, or 45 out of the original 428. 
Finally we find the children of Irish parentage with scarcely 
more than one per cent, only one of the 73 who entered gradu- 
ating: on time. 



12 8 Elimination of Students in Public Secondary Schools 

The other nationalities are so scattered and represented by 
such small original numbers that it is impossible to use their 
percentages in any conclusions. It is, however, interesting to 
note that out of 22 or 23 nationalities originally represented 
there are still 14 or 15 nationalities represented in our gradu- 
ating group ; eight or nine nationalities however are represented 
by but a single graduate and in some of these cases it is prob- 
able that many are really of one race, Hebrews. 



PER CENT GRADUATING BY FATHER'S OCCUPATION 



Gradu- 
ates 



Total 
Entering 



Per Cent 
Gradu- 
ating 



Professional 

Semi-professional 

City and federal 

Clerk 

Trade and manufacture 

Artisan 

Transportation 

Personal 

Office, Agent 

Laborer 

Blank 



6 
6 

41 
12 

3 

5 



19 



36 
36 
61 

52 
227 

150 
46 
41 

106 
36 

179 



16.7 

2.8 



9 
II , 



6.6 
12 .2 
II .4 

o .0 
10. s 



Children whose parents' occupations were classed as Trade 
and Manufacture make the best showing in the graduating group, 
about 18 per cent of these children graduating on time. Next 
come the children of parents engaged in professional pursuits, 
with 16 per cent of the original group graduating. Third, fourth, 
and fifth, with little variation from 12 per cent of their entering 
groups, we find the children of parents engaged in Personal 
Service, Clerical Work and Agencies. Sixth, are the children of 
Municipal and Federal employees with 10 per cent of the original 
group among the graduates. The Artisans come next with 8 
per cent of those who entered ; then those engaged in Transpor- 
tation with 6 per cent. Of those at all represented among the 
graduates the class named semi-professional has the lowest repre- 
sentation, but 2 per cent of such entries completing their courses 
on time. The children of Laborers are not represented in the 
graduating group at all, though as many such children entered 
as those whose fathers followed either professional or semi-pro- 
fessional pursuits. 



Advancement in the School Course 



129 



PER CENT GRADUATING BY CHOICE OF OCCUPATIONS 



Gradu- 
ates 



Total 
Entering 



Per Cent 
Gradu- 
ating 



Boys 

Blank 

Undecided 

"Go to College". . . . 
Some profession .... 

Architect 

Business 

Civil engineer 

Electrical 

Forester 

Law 

Medicine 

Teacher 

U. S. Army 

U. S. Navy 

Girls 

Blank 

Undecided 

College 

Artist 

Bookkeeper 

"Business" 

Designer 

Stenographer 

Teach. P . S 

Teach, music 



27 
129 

9 
6 

7 
36 

39 

27 
I 

24 
7 



14.8 
6.8 

33-3 
16.6 
42.8 
2.7 
20.5 

7-4 

100 .0 

16.6 

14 .2 

36.3 

50.0 
100 .0 



7 
22 

4 



26 
4 



56 

260 

26 

2 

9 

4 

6 

46 

167 



12.5 

8.4 

15-3 
50.0 



25. 
16, 
2 . 
15. 
33' 



In choice of occupation the seven boys selecting Architecture 
show 43 per cent graduated; of the 11 selecting Teaching 36 
per cent have graduated ; of the 9 selecting " College " 33 per 
cent have graduated ; of the 39 selecting Civil Engineering 20 
per cent have graduated; of the 24 selecting Law 17 per cent 
have graduated ; next comes Medicine with 14 per cent of its 
original 7; then Electrical Engineering with 7 per cent of 27; 
and finally " Business " with but 3 per cent of the original 36 
which is lower than the 6 per cent of those " Undecided." These 
groups individually are too small to permit of generalizations 
but if we combine all the occupations which require a high school 
training, as an absolute prerequisite to later professional training 
in college, we find that in the neighborhood of 22 per cent of 
this class have graduated on time. From the standpoint of the 
graduating group alone, boys whose choice of their life work 
necessitates the completion of a high school course make up 
about two-thirds of the total graduating group. Indeed this 



130 Elimination of Students in Public Secondary Schools 

fraction is too small because we have included as 21 per cent 
the 9 undecided boys and as 9 per cent the 4 boys who gave 
no answer at all. It might be fairer to say that nearly the entire 
graduating group of boys is made up of those boys who must 
graduate to fit themselves for their future work. 

This is not equally true of the girls where we find several 
pupils graduating who do not absolutely need to graduate to meet 
the conditions of the work they intend to take up. Those who 
intend to teach music or be musicians graduate 4 out of 12 
{2)2) per cent) ; whereas those who intend to teach in pubHc 
school or to enter college graduate 30 out of 193 or 16 per cent. 

Of those girls who chose a definite vocation, the girls expecting 
to teach made up about three-quarters of the entire graduating 
group. However, we find a very large percentage, nearly 43 per 
cent of the entire graduating group of girls, made up of the 
girls who were originally undecided or unwilling to state their 
choice. It would appear then that the girl who does not make 
an early choice of a vocation stands a better chance of graduat- 
ing than does the boy who is similarly reticent or undecided. 

PER CENT GRADUATING BY ANSWERS TO QUESTION : 
" Is a high school course necessary? " 





Gradu- 
ates 


Total 

Entering 


Per Cent 
Gradu- 
ating 


No 


Boys 


2 

7 

34 


89 

63 

201 


2 . 2 


Undecided 


II .1 


Yes 


16.9 






Total . 


43 


353 






Girls 




No 


23 
13 
32 


213 

127 
238 


10.7 
10 .2 


Undecided 


Yes 


13-4 






Total 


68 


578 






Totals 




No 


25 
20 
66 


296 

190 
439 


8.4 


Undecided 


10.5 
12.5 


Yes 






Total . . 


III 


925 









Advancement in the School Course 



131 



A larger percentage of boys who considered the high school 
course necessary have graduated than of similarly minded girls 
(17 per cent boys, 13 per cent girls). In both cases the pupils 
who regarded the course as necessary have graduated in much 
larger relative numbers than those who were undecided or 
opposed to the necessity for a high school course. 

However, of the girls who regarded the high school course 
as unnecessary nearly 11 per cent have graduated as against 2 
per cent of similarly minded boys. This contrast lends color to 
the supposition that a large fraction of those girls who answered 
" No " to this question had in mind for themselves no " career " 
other than that of the wife and mother, but decided to employ 
their time profitably during their adolescent years in gaining the 
culture and training of a secondary education. Of the undecided 
pupils one-ninth of the boys and one-tenth of the girls have 
graduated. The percentage of graduations is here almost as 
large as that of the entire group. 

Summing up the situation we may say that early belief in the 
necessity of a high school education favors normal graduation. 
It is relatively less important among the girls than among the 
boys. Finally, boys who do not regard the high school course 
as necessary are extremety unlikely to graduate. 



PER CENT GRADUATING BY ANSWERS TO QUESTION: 
"Do yoii expect to complete your course?" 





Gradu- 
ates 


Total 
Entering 


Per Cent 
Gradu- 
ating 


Boys 
No 


I 
10 
32 


49 
106 

205 




Undecided. 


9.4 
15-6 


Yes 




Girls 
No 


4 
9 

55 


102 
166 

305 


3-9 

5-4 
18. 1 


Undecided 

Yes 


Totals 
No 


5 
19 

87 


151 

272 
510 


3-3 
6.9 

17 .0 


Undecided 

Yes 





132 Elimination of Students in Public Secondary Schools 

Of the bo3^s who upon entering intended to stay for the entire 
course, only 15.6 per cent have graduated, although 13.7 per 
cent of this group are still in school as retarded pupils. Of the 
girls who expected to stay, 18 per cent have graduated and 28 
per cent are still in school. 

Over 9 per cent of the undecided boys have graduated and 
over 5 per cent of the undecided girls, while nearly 4 per cent 
of these boys and over 8 per cent of these girls are still in 
school. Of those who did not originally intend to stay for the 
full course, only 2 per cent of the boys and about 4 per cent of 
the girls have graduated while equally small percentages remain 
as retarded pupils. 

With about one-seventh of our pupils still in school we are 
not permitted to say what influence this intention of finishing 
will have upon the number who will ultimately graduate, but we 
can negatively state that those who do not intend to graduate 
at the start stand almost no chance of doing so. We can further- 
more state that a pupil's chances, particularly a girl's chances, of 
normal graduation appear to be decidedly increased by an early 
determination to do so. 

However, when seen from the standpoint of eliminations we 
must still remember that before these pupils whom we have 
just discussed, graduated, 71 per cent of the boys and 54 per 
cent of the girls who originally expected to graduate have left 
the high school. 

PER CENT GRADUATING WHO HAVE YOUNGER BROTHERS 

OR SISTERS 



Gradu- 
ates 



Total 

Entering 



Pkr Cent 
Gradu- 
ating 



Yes. . 
No. .. 
Blank 



35 
64 



361 

513 



9.6 
12.4 

14.3 



Advancement in the School Course 



133 



PER CENT GRADUATING WHO HAVE HAD ANY SERIOUS 

ILLNESS 





Gradu- 


Total 


Per Cent 




ates 


Entering 


Gradu- 
ating 


Yes 


37 


265 


13-9 


No 


51 


536 


9-5 


Blank 


23 


157 


14.7 



PER CENT GRADUATING WHO SUFFER FROM FREQUENT 
SEVERE HEADACHES 





Gradu- 
ates 


Total 
Entering 


Per Cent 
Gradu- 
ating 


Yes 

No 


19 

83 
9 


186 

702 
70 


10 .2 

11 .8 


Blank 


12.8 



PER CENT GRADUATING WHO WEAR GLASSES 





Gradu- 
ates 


Total 

Entering 


Per Cent 
Gradu- 
ating 


Yes 


16 

86 

9 


108 

769 

81 


14.9 
II .2 


No 


Blank 







Children who report no younger brothers or sisters graduate 
slightly more than 12 per cent, while those reporting younger 
children in the family graduate about 9.5 per cent. This would 
seem to show that being the only child or the youngest child 
increases a pupil's chance of normal graduation, though this 
is not a very marked advantage as the slight differences in the 
percentages given show. 

Previous serious illness, so far as it shows anything, seems, 
in the struggle toward graduation, to be of rather marked ad- 
vantage. The children reporting such illness graduate about 14 



134 Elimination of Students in Ptiblic Secondary Schools 

per cent while those reporting no illness graduate only 9^ per 
cent. 

Headaches severe and frequent seem to have an influence of 
less than 2 per cent though this slight difference does exist in 
favor of those who do not suffer. 

Between those who wear glasses and those who do not there 
is a difference of nearly 4 per cent in favor of those who do 
wear glasses. This should prove an argument of some value in 
urging parents to have their children's eyes properly tested and 
provided with glasses if the need for them is shown. 





PER CENT 


GRADUATING BY 


RENT* 




Amount 


Gradu- 
ates 


Total 
Entering 


Percent. 
Gradu- 
ating 


Blank 


Boys 




22 

9 

8 

4 


■76 
34 
48 




$8-17 

18-27 

28 and, up. . 


Girls 




II. 8 

23-5 

8-3 


Blank 

$8-17 


40 

14 
10 

4 


99 

71 
65 


14. 1 

14.0 

6.1 


18-27 

28 and up 







Homes where the rental is between $18 and $27 graduate 24 
per cent of their original number among the boys or somewhat 
more than as many as those with lower and with higher rentals 
combined. Boys whose parents pay less than $18 made a better 
showing (12 per cent) than those whose parents pay more than 
$27, of whom 8 per cent graduate. 

Girls whose parents pay less than $18 and those whose parents 
pay from $18 to $27 are almost exactly equal, with 14 per cent 
of their original entries graduating on time. Girls whose parents 
pay $28 and upward a month are represented among the gradu- 
ates by but 6 per cent of all such girls who entered. 

Extremely low rental is evidently less of an eliminating factor 
among the girls than among boys, but both boys and girls seem 
to show that low rentals indicate a markedly greater chance of 

*For data see page 11 1. 



Advancement in the School Course 135 

normal graduation than do rentals more consistent with ease and 
social advantage. 

On the whole, we find graduation assisted by entering at 13 
years of age, by Austrian, Russian, or German (Hebrew?) par- 
entage, by parents who are either shop-keepers or professional 
men, by the choice of an engineering or professional career for 
boys, or public school teaching for girls, by a belief in the personal 
value of a high school course and the fixed purpose of com- 
pleting the course. On the other hand, graduation is opposed 
by entrance at fifteen or older, by Scotch, Irish or Hungarian 
parentage, by parents who are journalists, actors or musicians 
or who are employed in transportation, or finally by parents who 
are unskilled laborers. 

Graduation is opposed by indecision as to future work or 
choice of a business career on the part of the pupil and is almost 
prevented in the case of boys by the lack of early belief in the 
value of graduation. For girls, however, the lack of belief in 
the value of graduation does not act very strongly in preventing 
graduation on time. Indecision as to whether or not a pupil 
will stay four years usually works against graduation while the 
early determination not to stay is rarely changed. 

Homes where the rentals are between $18 and $27 greatly 
assist in normal graduation though girls (alone) from homes 
where the rent is less than $18 do just as well as those from 
rentals of $18 to %2y. Rentals above $27 retard or oppose 
graduation on time. 



PART V 
EARLY PROMISE 

SECTION I 
STARTING THE CO-OPERATIVE INVESTIGATION 

From the point of view of society at large the purpose of 
the high school as an educational institution may be twofold: 
first the elevation of the general intelligence of the growing 
members of a community by the dissemination of useful or cul- 
tural information ; and second, the selection from the high school 
community of future leaders who will advance through higher 
institutions of learning to positions of responsibility and trust. 
The first aim is met by keeping in the high school, for as long 
a period as possible, all who enter, whether or not all who so 
enter show the ability which gives promise of future leadership. 
On the other hand, the second aim or purpose is accomplished 
by keeping in high school only those, few or many, who give 
promise of becoming at some later day leaders of thought and 
action in the various lines of work which they may select. 

To a certain extent these two purposes of the high school as 
a social institution are antagonistic. In the first case, elimination 
is a fault to be seriously studied and so decreased to the lowest 
possible amount ; while in the second case, elimination is no fault 
at all, but rather evidence of the successful progress of the 
process of selection which is one purpose of the high school 
to advance. 

In the minds of many students of secondary education there 
has been for a long time serious doubt as to whether the high 
schools of to-day were so fashioned as to economically or effi- 
ciently accomplish either of the two purposes which give the high 
school its reasons for existence. In order to gain some concrete 

136 



Early Promise 137 

data for testing the efficiency of the high schools, it would be 
necessary for us to have some estimate of the general promise 
of our entering high school pupils. With such estimates in our 
possession, we could then follow these pupils from year to 
year and by studying the elimination of these pupils, find out 
to some extent whether the high school either kept all to what 
we might call the point of saturation, or whether, while it 
neglected the less fit and meritorious, it only kept those who 
early gave promise of later superior development. 

The very first thing to be done in such an investigation, was 
then to secure some fairly trustworthy estimate of the general 
ability of those pupils who enter the high school. To do this 
by personal study and observation in the case of a thousand 
pupils, was of course out of the question. In no practical way 
save by the co-operation of a great many teachers could such 
general estimates be formed. It was therefore decided to seek 
assistance of the teachers in the various high schools concerned. 
That such estimates, while endeavoring to express general abil- 
ities apart from success in school work, should have a coloring 
of school values, might be expected, and yet in no other way 
could we secure anything at all which might serve as an index 
to the pupils' general promise of future development. 

Because of different standards in different schools and because 
of different personal standards, there was no attempt made to 
secure grades for all the pupils on an absolute basis as, say, 
from o per cent to 100 per cent on any characteristic, but rather 
to arrange the pupils of a class in a linear sequence from the 
lowest to the highest within a class. 

The progress of the attempt to secure the co-operation of the 
many men and women who taught our registered pupils is best 
shown by giving all the steps in the correspondence which was 
initiated. The following letters read in the light of our previous 
discussion will serve as their own explanation. 

I give first the general letter sent to all the subject teachers 
of our recorded pupils. 



138 Elimination of Students in Public Secondary Schools 

Teachers College, Columbia University 

New York City, Feb. i, 1906. 
My Dear Sir or Madam : 

The primary object of this letter is to interest you in the solution of a 
problem which is one of the most serious with which high school teachers 
have to deal. 

Between eighty and ninety per cent of our high school pupils do not 
finish their course. Various opinions are hazarded to account for this con- 
dition, yet at present there is little concrete data upon which to base 
such explanations. 

The aim of the collection of the data in which your assistance is sought 
is to scientifically determine in so far as the data allow, the reasons why 
the majority of pupils leave high school before graduation. 

This investigation, which is limited to one thousand pupils in the high 
schools of Greater New York, is being supervised b}^ Prof. Thorndike. 

_ It is with the greatest hesitancy the writer (himself a teacher in a 
city high school) asks you to assist him in this investigation, because he 
recognizes the mass of clerical work with which you are already taxed. 
At the same time, if anything is to be accomplished in this line it mitst 
be the result of the co-operative action of a number of teachers in the 
various high schools of this city. 

The results of this study cannot fail to be of some value. The degree 
to which they will be of value depends largely upon the care with which 
you, together with the other investigators, record your judgments. If you 
will assume a sympathetic attitude toward this work its disagreeable fea- 
tures will vanish. Your attitude toward the pupil is one of S3Tnpathy and 
helpfulness. May you not assume the same attitude toward this 'work 
which is intended to be of value to future high school pupils? 

If,_ after having looked over the following explanation, you find yourself 
unwilling to take part in the investigation, please say so frankly, so that 
an attempt may be made to find some one to take your place. 

You are asked to grade the class, a list of whose members accompanies 
this sheet, according to their relative rank so far as you can judge in 
each of six characteristics. In order that this work may be uniform, a 
more detailed explanation of the sense in which the various terms are used 
is given below. 

i._ Ability. Native ability apart from success or failure in any particular 
subject of study. Natural brightness. 

2. Industry. Application to school work whether pleasant or unpleasant. 
Determination to accomplish an assigned task. Stick-to-it-iveness. 

3. Intensity. A tendency to take things hard in general. " Going in 
for blood." Expenditure of energy in attack and accomplishment. 

4. Results. General efficiency. Not only undertaking a task or a line 
of work,_ but actually accomplishing some result in it. (This does not 
mean reliability or trustworthiness.) 

5. Breadth. Breadth of interests. Interest in a large number of things, 
topics, lines of work, outside of the required school work. 

6. Independence. Dislike of restraint. Desire to be one's own master. 
The desire to plan and do for one's self. 

The method of marking is as follows: For example, take the first 
column. Mark the boy or girl whose native ability you consider the best 
in the class -j- i. The pupil whose native ability you consider the poorest 
mark — i. In the same way mark the next to the naturally brightest -f- 2, 
and the next to the naturally dullest — 2. In this way grade so far as 
possible the entire class. When you find the plus and minus rankings to 
approach each other so closely that you are unable to distinguish any 
differences, mark the remaining pupils " M." Do not permit a hesitancy 



Early Promise 139 

concerning the accuracy of your judgments to keep you from attempting 
to grade the entire class. When your ratings are combined with the ratings 
of the four or five others that are judging this same class, their value 
will be greatly increased by your expression of opinion as to the relative 
rank of each pupil in each of the six characteristics tabulated. 

7. Home. In this column yovi are asked to divide the pupils, in so far 
as you are able, into two classes. First, those whose parents are well able 
to keep their children in school until they graduate. Pupils of this class 
you will please mark "A." Second, pupils who are kept in school only 
by the real self-sacrificing efforts of their parents, and who may at any 
moment be forced to go to work to support themselves or to help support 
the famil}^ Pupils of this class you will please mark " D." It may be 
that you have no knowledge of the home conditions of most of the class, 
but if you are able to assign to their correct class even three or four of 
the pupils, you will assist materially in the investigation. 

Inasmuch as a very considerable number of pupils leave school during 
the first third of the term, you are asked to make your ratings at the 
earliest date at which you find yourself capable of expressing a fairly 
accurate opinion concerning the pupils in question. 

The record of your investigations will be collected during the week 
immediately following the Easter recess. 

Very truly yours, 

JOSEPH K. Van Denbueg. 



140 Elimination of Students in Public Secondary Schools 

JOSEPH K. VAN DENBURG, Teachers College, Columbia University, N. Y. C. 



SCHOOL CLASS GRADE DATE TEACHER 

FOR DEFINITIONS. ETC., SEE EXPLANATORY SHEET ACCOMPANYING 



Last Name First Name 


I 

< 


2 

n 


>> 


4 


5 

■a 

eq 


6 

fi (D 


7 

0) 




8 


9 


10 


I 






















2 






















3 






















4 






















5 




















6 






















7 






















8 






















9 






















10 






















II 






















12 






















13 






















14 






















15 






















16 






















17- 












1 








18 












! 








19 






















20 






















21 






















22 






















23 






















24 






















25 






















26 






















27 






















28 






















29 






















30 






















31 






















32 























Early Promise 141 

In order to explain certain difficulties that had been brought 
out in interviews and letters received, this second circular letter 
was sent out on April 11, 1906. 

Teachers College, Columbia University 

New York, April 11, 1906. 

This circular letter is being sent to all who have been asked to take 
part in the investigation as a news-letter giving information concerning 
the progress of this work. 

In the first place not more than five teachers of the one hundred and 
ninety to whom letters were sent have expressed a desire to have some 
one selected to take their place. Even in these few cases the letters 
received expressed an interest in the investigation but gave particular 
reasons why they would be unable to take part. This augurs well at 
the outset for the success of the investigation we are carrying on. 

Some questions have arisen concerning the grading of pupils on the six 
characteristics in question, and to answer these questions and assist in 
your work I ask your attention to the following points: 

1. If, when teaching the class whose record is being taken, you keep 
in mind the six characteristics (ability, industry ,_ intensity, results, breadth, 
independence) the class will almost unconsciously arrange itself into 
groups in each of the characteristics mentioned. 

2. Each characteristic may often be graded more easily by keeping it 
particularly in mind during a certain recitation and theri marking the 
class on that characteristic as soon as possible after the recitation is over. 

3. Actual measurements of time with high school teachers show that 
it takes about fifteen minutes to grade a class on any one point. A further 
expenditure of time does not seem to greatly increase the accuracy of the 
record. 

4. Extreme accuracy is not possible on so short an acquaintance with 
the pupils, but it is necessary to grade each class before many have left 
the school so an apparently inaccurate rating is far better than none. 

5. Often a few pupils will appear so nearly alike on any one point that 
it seems wholly impossible to assign them marks in sequence. In that 
case each pupil may be given several marks or rather a group mark. 

For example, you have selected the brightest pupil in the class and 
marked him or her -|- i ; the second brightest and marked him or her 
+ 2, and so on until you come to the fifth pupil whom you cannot dis- 
tinguish from three others in ability. In that case you would mark each 
one of this four " -|- 5 to 8." 

By using this grouping method you may avoid hair-splitting difficulties 
in marking the classes and still furnish valuable assistance in the inves- 
tigation. 

6. On the question of financial conditions at home, a few teachers have 
said : " I know nothing of the home conditions of my pupils." Surely 
this is an unfortunate statement if true, for how can we be of the most 
assistance to our pupils when we know nothing of the conditions under 
which they live. These suggestions are offered as helps to some on 
this point: (i) The pupil's own testimony, (2) Dress, (3) Bodily condi- 
tion, (4) Location of home, (5) Manners of the pupil. It has been sug- 
gested that we grade onty the extremes A (no financial difficulties at all), 
D (struggling against financial problems). However if you can distinguish 
classes, B (a shade below A) and C (a shade above D), so much the 
better. 

The results of this ranking of pupils when tabulated and compared 
with the record of those who leave high school will tend to show what 
kind of pupils leave the high school before graduation. 



142 Elimination of Students in Public Secondary Schools 

These questions are asked by teachers and principals. " Do the brightest 
pupils remain until they graduate?" " Do the most industrious remain?" 
"Do those who get good results in their work leave early in the course?" 
" Is breadth of interests a help or a hindrance to a high school education 
under present conditions ? " "Are financial reasons the chief ones that 
force pupils to drop out ? " 

So far there is no record of an investigation planned to answer these 
questions from a careful study of a large number of pupils other than 
that in which you are now taking part. Surely you may feel that such 
time and effort as you give to this work is well and profitably spent. 
You can see the possibility of our reaching results that will be of decided 
influence in secondary education in this city and in other cities similarly 
conditioned. 

Finally, let me remind you that this is essentially a co-operative investi- 
gation in which success depends upon each one doing his or her share 
as fully as possible. May I therefore ask that you grade the pupils as 
far as you can on each of the seven points so that the papers may be 
collected on Friday, April 20th. 

Very truly yours, 

Joseph K. Van Deneurg. 

Up to the beginning of May, about seventy-five teachers had 
sent in their graded Hsts ; but very few found it possible to 
cover all the ten headings on which each pupil was to be graded. 
So few, indeed, covered all ten points that it was found neces- 
sary to cut the number of points of comparison from ten to 
three, those three being Ability, Industry, Results. 

It was then planned to secure the co-operation of teachers 
and pupils in a " follow up " system by which each registered 
pupil would receive special attention in the school and the cause 
for his or her elimination would be recorded as each pupil 
left school. To assist in this tracing of pupils two circular 
letters were sent out. The first one, to the teachers who had 
filled out the graded sheets, was as follows : 

Teachers College, Columbia University 

New York, May 10, 1906. 

The first stage of the investigation of elimination from New York City 
high schools is nearing a successful termination. The general spirit of 
those who were asked to take part in the investigation has been, as was 
foreseen, sympathetic and earnest. Cutting down the number of co-opera- 
tive investigators to its smallest number 126, there remain only about fifty 
teachers still to be heard from. If any of these fifty happen to be in your 
school will you not use your influence to persuade them to mark the 
pupils on at least some of the characteristics chosen? This will increase 
the value of the marks already sent in by yourself and other teachers. 

The second stage of the investigation is now under way, namely the 
" follow up " of pupils who have left or are leaving. For this purpose 
blank-books with a complete list of the class have been handed to the 
class teacher or class secretary of each class under investigation. In this 
book entries will be made under the pupil's name whenever a pupil leaves 



Early ^Promise 1 43 

school. In this way the reasons assigned by the pupil whO' is leaving, 
together with the opinions of his or her teachers and class-mates, will be 
recorded. 

As a third stage in tlie investigation, we are seeking to record the 
reasons assigned by pupils for leaving school. A ballot, of which the 
enclosed is a sample, has been prepared and pupils who are leaving" are 
asked to record their reasons by this ballot and mail it to me. To increase 
the accuracy of these reasons, it has seemed best that they be considered 
private information, the total results in figures only being hnaily published. 
The form of the ballot has been compiled from the reasons assigned by 
actual pupils. Of course, little objective value can be assigned to these 
ballots. They will merely serve to classify the reasons pupils may be 
willing to give. 

Regarding the first stage of the investigation, you may be interested in 
looking up the method in grading the pupils as a class by combining the 
estimates of the four or five subject teachers who have separately marked 
them. The method is fully explained in Professor E. L. Thorndike's book 
on Mental and Social Measurements. I cannot here give a full explana- 
tion of this method, for while it is clear and scientific, it is still necessarily 
rather elaborate. 

Finally let me thank you again for you valuable co-operation and ask 
for a continuation of your especial interest in the pupils under observation 
in the classes you have graded. We have already better data than have 
ever before been secured on this question, but the " follow up " calls for 
continual observation for some time to come on the part of those who 
wish to continue the investigation. 

Ver}^ gratefully yours, 

Joseph K. Van Denburg. 

The so-called third stage or " ballot test " did not prove suc- 
cessful from the start. It was found that pupils were leaving 
who would not fill out the ballots and so at the beginning of 
the last month of the first term of the investigation the follow- 
ing letter was sent to each of the class teachers and class secre- 
taries of the twenty-eight classes registered. 

Teachers College, Columbia University 

New York, June i, 1906. 

This circular letter is being sent to the class teachers or class secre- 
taries of the twenty-eight high school classes whose records are being kept 
in connection with the study of Elimination from High Schools. You have 
already received a blank book containing a list of the members of your 
class. In these books, as you know, we are trying to keep a record of 
the reasons assigned by the pupils for leaving high school together with 
comments by teachers and classmates. 

In this stage of the investigation great assistance is being given by the 
pupils themselves, for the majority of the pupils are seriously interested 
in the investigation which is intended to be directly helpful to them. In 
some schools this record is being kept wholly by the pupils, and they 
are doing the work very well as my examination of their records shows. 

To further assist in recording and classifying the reasons assigned by 
pupils, ballots (approved_ by the superintendent of high schools and ten 
principals) have been printed on postal cards and pupils who leave are 
requested to vote secretly and mail the postals to me. It is not absolutely 
necessary that the pupil sign his or her name, but the name of the school 



144 Elimination of Students in Public Secondary Schools 

and class should be filled in. A pupil may vote as many reasons as desired. 
Pupils will on the whole, I believe, vote honestly and not " for effect " 
when they know that their votes will never be made public except as 
total figures for the entire city. Of course, no names will ever be made 
public. 

The ballots printed on postal cards are for actual votes. The ballots 
printed on white paper are for distribution among the pupils who may 
be expecting to leave and want to look the ballot over. 

As you see the ballot is particularly adapted to explaining the reason 
so often given, viz., " Gone to work." Of course, practically everybody 
" goes to work " sooner or later and that reason is not an explanation 
of why any pupil leaves at any definite date. In this connection a single 
objection has been raised to this ballot-line " Money needed at home." 
Personally I can see no reason for sensitiveness on this point but rather 
pride that one so young as most of our pupils are should be called upon 
to help support younger brothers or sisters. 

Finally, of course, no pressure will be brought to bear on any pupil to 
vote unless he or she really wants to do so. The majority of the pupils 
will however be really glad to express themselves confidentially in this way. 

With continued thanks for your very greatly appreciated co-operation, 
I am, 

Very truly yours, 

Joseph K. Van Denburg. 

The first stage of this part of our investigation, the grading 
of pupils by their teachers, was, as will be seen, fairly successful 
on three of the characteristics named. The " follow up " con- 
ducted by paid helpers who went from school to school keeping 
track of discharges was, as will be seen, very successful, thanks 
to the very kind assistance rendered by the high school principals. 

The ballot by which it was hoped to secure information directly 
from the pupils themselves was an entire failure. In most cases 
the pupil who left would give no reason at all ; in fewer cases, 
the pupils gave such vague and indefinite reasons as to be value- 
less; while in still fewer cases the pupils gave reasons which 
were too apparently influenced by a conscious " pose " on the 
pupil's part. The ballot returns were therefore thrown out and 
this particular phase of the investigation was discontinued. 

To return now to the first stage of our co-operative investiga- 
tion, it is most pleasant to record that in the great majority 



[Note. — The tracing of pupils from term to term in the high school 
which included finding out the new class to which each pupil was sent 
at the end of each term was a most complicated task. This record of 
semi-annual promotion was rendered more confusing bjr the fact that a 
few high schools do not follow in their records the plan suggested by 
the Board of Superintendents, but use grade-names of their own devising 
so that " 3A " for example in one school will mean that a pupil is in 
grade " 2A" of the City System. In order to arrange all the pupils on a 
uniform basis the unique systems were each translated, at no little cost 
of time, into the uniform system recognized by the Board of Education.] 



Early Promise 145 

of cases the teachers addressed responded most cordially. In 
other cases teachers yielded only after one or two interviews. 
When one considers the amount of time and labor required to 
grade pupils (four or five hours of difficult mental work), the 
number of teachers who responded favorably was surprisingly 
large. Such a response stands as indisputable evidence of the 
excellent professional spirit which exists in New York City 
high schools. When once the teacher was convinced that this 
investigation might be of real benefit to the educational authori- 
ties and to future high school pupils, active co-operation was 
almost always immediately given. 

In only a few cases, was the assistance which was asked 
withheld. The reasons given were, usually, lack of time, but 
with this was frequently coupled a statement of indifference as 
to the problem itself. In still fewer cases, the investigator 
met with active opposition, the teacher even going so far as to 
try to block the investigation by urging other teachers to with- 
hold assistance. A candid statement should include the names 
of these teachers, but an unwillingness to offend, makes it seem 
better to omit quotations that were at first selected for reference. 

To the following men and women acknowledgment is here 
made of the value of their services and most grateful recogni- 
tion is given to the service which made them joint investigators 
with the writer. 

DeW'itt Clinton High School Erasmus Hall High School 

Mr. Henry C. Moses Mr. Albert E. King 

Dr. Cyrus A. King Mrs. Brown 

Curtis High School JJ*"" Wnr F- TibbeUs 

*' Mr. Frederick ^. Huntington 

Mr. Henry F. Clark Miss Antoinette Lawrence 

Miss Whitney Miss Florence M. Scovill 

Miss Robinson Miss Jennie H. D. Stone 

Mr. Phillip Dowell Miss Lucy Burns 

Mr. Harlow McMillan Miss Mary M. Stone 

Mr. James H. Shipley Mr. Wm. M. Strong 

Eastern District High School Girls Hi^^h School 

Miss Mary R. Fitzpatrick Miss Lucy R. Bliss 

Mr. Henry E. Chapin Miss Sophia Ellis 

Mr. Wm. E. Fmnegan Miss Grace A. Beard 

Mr. Wm. A. Kauffman Miss Emma F. Pettingill 

Miss Dorothy E. Tuthill Miss Ida M. Clendenin 

Miss Grace B. Dowling Miss Maude R. Babcock 

Dr. Rachel L. Dithridge rrr 7 • 

Miss Mary Sullivan Washington Irving High School 

Miss Eloise B. Santee Mr. Woodford D. Anderson 

Miss Minnie Ikelheimer Miss Helen L. Cohen 



1 46 Elimination of Students in Public Secondary Schools 



Miss Louise B. Gere 
Mr. John C. Welch 
Miss Georgiana Hodgkins 
Miss Lillian B. Sage 
Miss Emma F. Lowd 
Miss M. M. Sinsbaugh 
Miss Christina M. Thompson 
Miss Mary Towers 

Manual Training 

Mr. Ernest C. Dodge 
Mr. Henry C. Wolcott 
Miss Mary B. Dickman 
Miss Georgiana C. Walton 
Miss Elizabeth Abeling 
Miss Lucia P. Chick 
Miss Louise M. Puig 
Miss Bertha Soule 
Dr. Vincent Aldridge 
Miss Marian Hackedorn 
Miss Abby B. Holmes 

Morris High School 
Miss Eva M. Gowing 
Miss M. G. Townsend 



Miss Jennie Ackerly 
Miss Anna A. Faulk 
Miss Emily J. Gilmour 
Miss Helene F. Konerman 
Dr. Jas. E. Peabody 
Miss Martha F. Goddard 
Mr. Archibald J. Matthews 

Stuyvesant High School 

Mr. Clifford B. Griswold 
Mr. Joseph L. Beha 
Mr. Ambrose Cort 
Mr. Joel Hathaway 
Mr. Edward Hollander, 
Mr. Ernest S. Quimby 

Wadleigh High School 
Miss Harriet C. Bugbee 
Miss Marie L. Minor 
Miss Hannah Wehle 
Miss Hattie Herrmann 
Miss Elizabeth Meserve 
Miss Henrietta Rodman 
Miss Elizabeth S. Underwood 
And one whose name is now lost. 



High School 


Teachers 


Classes 




A 


B 


C 


D 


E 


Clinton 

Curtis 


9 

8 

9 
10 

13 
6 

19 

17 
12 

7 
16 


2 

6 



10 

II 

6 

10 

II 

9 
6 
8 


2 
2 
2 
3 
4 
2 

5 
4 
3 
2 

4 



2 



3 
4 
2 
2 

3 
2 
2 
2 


2 



Coinm.erce (See Note) 


2 


Eastern 





Erasmus 





Girls 





Irving 


3 

I 
I 


Manual 

Morris 


Stuyvesant 





Wadleigh 


2 








126 


79 


ZZ 


22 


II 



A — Teachers asked to take part. 

B — Teachers actually assisting. 

C — Classes which were included in the first census. 

D — Classes for which marks were secured. 

E — Classes for which ratings could not be secured. 



[Note. — All efforts to secure comparative ratings in the High School 
of Commerce were unavailing because, owing to an excellent system of 
re-grading, the entering classes were broken up a few weeks after the 
beginning of the term and the boys who made up our recorded classes were 
re-distributed into new class units which made comparative ratings on 
the old basis unobtainable.] 



Early Promise 147 

In all, some fifty or sixty personal letters and nearly as many 
postals were received from the teachers co-operating in the in- 
vestigation. Many of the writers expressed a marked distrust 
as to the accuracy of their ratings but nearly all expressed a 
genuine interest in the subject under investigation. 

Had it not been for the active co-operation of these men and 
women one of the most important questions of this entire in- 
vestigation could not have been answered. With their aid we 
are able to publish a study of " Early Promise and Elimination " 
such as to the writer's best knowledge has never before been 
undertaken. 



SECTION II 

INTRODUCTION TO TABLES AND TABULATIONS OF 
EARLY PROMISE 

The discussion of Elimination, Graduation, or Retardation 
on the basis of the " Early Promise " of our recorded pupils 
has been re-written from the beginning no less than four times 
and is still unsatisfactory. To lead a reader through the exact 
statistics of so many recorded tabulations (approximately ten 
thousand in the original), without losing sight of the main points 
of the discussion in the multiplicity of details, is an almost 
impossible task. 

In order to avoid this probable confusion the discussion of 
Ability, Industry and Results by groups (I-IX) has been omitted 
even though finally prepared at the expense of two months' solid 
work. Instead we will take up for consideration only the 
Median Expectation for each characteristic, although we will 
print for the statistical reader the condensed tables arranged by 
elimination groups. 

The investigator must plead guilty to the omission of a re- 
vision of these tables on an exact linear sequence from 1-32. 
As we have some 22 classes graded in linear sequence we should 
expect to find the same number of pupils (22) graded as ist, 
2nd, 3rd, etc., to 32nd in each class. Instead of finding this 
balance we find in its place totals, in AbiHty for example, that 
vary from two (graded 31st) to fifty-three (graded i8th). The 
explanation of this apparent inconsistency lies in the fact that 
after the three, four, or five ratings, given to each pupil by indi- 
vidual teachers, were combined, the median grade was kept and 
the class was not re-arranged on a linear sequence showing the 
pupils resultant linear place in his class from 1-32. 

For example, a certain pupil was rated by five teachers as 
1st, 2nd, 3rd, 4th, 5th in his class in Ability. The median rating 
is 3rd and the pupil in our tables is put in the third place in 



Early Promise 



149 



the sequence, even though it happened that no pupil in that 
class was given a combined rating higher than third. 

The result of tabulating all pupils on their combined ratings 
rather than upon a re-arranged linear sequence has been to lessen 
the total numbers shown under the ratings at the extremes (say 
ist to 9th and 23rd to 32nd) and to increase the totals shown 
for the pupils rated at or near the middle of their respective 
classes. If, however, we divide our sequence into thirds based 
upon the total of pupils included in a succession of ratings we 
will be sure of securing a fairly accurate division which will 
show a pupil's position as either in the top, middle, or bottom 
of his class on the characteristic in question. To illustrate: No 
matter if a pupil be ranked ist, 5th, or 7th in our tables he will 
appear in the fi^rst third of his class and in our discussions we 
shall need to make no finer distinctions. 

In making our divisions into approximate thirds for the sake 
of discussions we find that we cannot arrange these pupils 
into exact arithmetical thirds because to do so we would have 
to count some of the pupils, rated 12th for example, in the 
first third and some rated 12th in the second third. We are 
obliged, then, to draw our lines of division into thirds between 
the ratings which most nearly make the division we seek. Con- 
sequently in Ability our approximate thirds show totals of 235, 
271 and 234 instead of 246.6, 246.6, 246.6, and similar deviations 
from exact thirds appear in the totals under the other char- 
acteristics studied. 



ABILITY— INDUSTRY— RESULTS 





I 


II 


III 


IV 


v 


Total 
I-V 


VI 


VII 


Total 
I-VII 


VIII 


IX 


Grand 
Total 


Ability 


17 
31 
44 


19 
42 
34 


16 
34 
33 


17 
23 
17 


26 
30 
26 


95 
1 6a 

154 


20 
29 
23 


15 

21 

10 


130 
210 
i8v 


70 
21 
10 


35 
40 
37 


235 




271 




234 






Industry 


16 
30 
47 


24 
36 
33 


22 
26 
30 


20 

18 

17 


23 
27 
27 


105 
137 
154 


17 
29 
25 


13 

21 

10 


13s 
187 
i8q 


56 
26 

9 


39 
37 
29 


230 




250 




227 






Results 


15 

25 

54 


13 
46 
42 


24 
27 
36 


17 
25 
16 


23 

37 
28 


02 
160 
176 


27 

25 

32 


17 
22 
15 


136 
207 
223 


70 

25 

8 


42 

52 

34 


248 




284 




26s 







150 Elimination of Students in Public Secondary Schools 

ABILITY 





I 


II 


III 


IV 


V 


Total 
I-V 


VI 


VII 


Total 
I-VII 


VIII 


IX 


Total 


Boys 


4 
II 
IS 


4 
18 
II 


S 
7 
8 


3 
7 
3 


8 
4 

13 


24 
47 
SO 


9 
9 
5 


6 
9 
3 


39 
6S 
58 


23 

5 
6 


9 
9 

5 


71 




79 




69 






Girls 


13 

20 
29 


IS 
24 

23 


II 
27 

25 


14 
16 
14 


18 

26 
13 


71 
113 
104 


II 
20 
18 


9 
12 

7 


91 

145 
129 


47 

16 

4 


26 
31 
32 


164 




192 




165 






Boys 


6 
24 


13 

20 


9 
II 


9 
4 


II 

14 


48 
73 


10 
13 


9 
9 


67 
95 


26 
8 


13 
10 


106 




113 






Girls 


21 

41 


31 
31 


20 
43 


21 
23 


28 
29 


121 
167 


18 
31 


12 
16 


151 
214 


56 
II 


45 
44 


252 




269 






Boys AND Girls 
Totals 


17 
31 

44 


19 
42 
34 


16 
34 
17 


17 
23 

17 


26 

30 
26 


95 
160 

154 


20 
29 
23 


IS 
21 
10 


130 
210 
187 


70 
21 
10 


35 
40 
37 


23s 




271 




234 






Boys AND Girls 
Totals 


27 
65 


44 
SI 


29 

54 


30 
27 


39 
43 


169 
240 


28 

44 


21 

25 


218 
309 


82 
19 


S8 
54 


3S8 




382 







INDUSTRY 





I 


II 


III 


IV 


V 


Total 
I-V 


VI 


VII 


Total 
I-VII 1 


VIII 


IX 


Total 


Boys 


3 
9 
21 


7 

16 
12 


6 
5 
9 


3 
5 
4 


6 

6 

II 


25 
41 

57 


5 

13 

5 


6 
II 

1 


36 
65 
63 


20 
8 
5 


8 

7 
8 


64 




80 




76 






Girls 


13 
21 
26 


17 
20 
21 


16 
21 
21 


17 
13 
13 


17 
21 
16 


80 
96 
97 


12 
16 
20 


7 

10 

9 


99 
122 
126 


36 
18 
4 


31 
30 
21 


166 




170 




151 






Boys 


9 
24 


13 
22 


7 
13 


6 
6 


8 
IS 


43 
80 


9 

14 


8 
10 


60 
104 


22 
II 


14 
9 


96 




124 






Girls 
1-15 


25 
35 


22 
36 


23 
35 


25 
18 


25 
29 


120 
153 


19 
29 


12 
14 


iSi 
196 


46 
13 


44 
38 


240 




247 






Totals 


16 

30 
47 


24 
36 
33 


22 
26 
30 


20 
18 
17 


23 
27 
27 


105 
137 
154 


17 
29 
25 


13 
21 
10 


I3S 
187 
189 


55 

26 

9 


49 
37 
29 


230 




250 




227 






Totals 


34 
59 


35 

S8 


30 
48 


31 
24 


33 
44 


163 
233 


38 

43 


20 

24 


211 

300 


67 
24 


58 

47 


336 




371 







Early Promise 

RESULTS 



151 





I 


II 


III 


IV 


V 


Total 
I-V 


VI 


VII 


Total 
I-VII 


VIII 


IX 


Total 
I-IX 


Boys 


3 

8 

22 


2 
18 
13 


10 
3 
9 


4 
6 
3 


7 

7 

IS 


26 
42 
62 


12 
7 
8 


7 

10 

4 


45 
59 
74 


23 
6 
6 


9 
9 
6 


77 




74 




86 






Girls 


12 
17 
32 


11 

28 
29 


14 
24 
27 


13 
19 

13 


16 
30 
13 


66 
118 

114 


IS 
18 
24 


10 
12 
II 


91 
148 
149 


47 

19 

2 


33 
43 
28 










179 




BOTS 

i-iS 


3 
30 


13 
20 


II 
II 


7 
6 


10 
19 


44 
86 


13 
14 


8 
13 


65 
113 


24 
II 


12 
12 




16-32 


136 




Girls 
1-15 


20 
41 


29 
39 


20 
45 


21 
24 


28 
31 


118 

180 


22 

35 


13 

20 


153 

23s 


55 
y:3 


52 
52 






300 




Totals 


IS 
25 


13 
46 
42 


24 
27 
36 


17 

25 

16 


23 
28 


92 
1 60 
176 


27 
25 
32 


17 
22 
15 


136 
207 
223 


70 

25 

8 


42 
52 
34 


248 
284 
26s 










Totals 
i-iS 


23 
71 


42 
59 


31 
56 


28 
30 


38 
50 


162 
266 


35 
49 


21 
33 


218 
248 


79 

24 


64 
64 


361 
436 







152 ElUnination of Students in Public Secondary Schools 





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Early Promise 



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154 Elimination of Students in Public Secondary Schools 



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SECTION III 

EARLY PROMISE AND MEDIAN EXPECTANCY OF 

STAY 

ABILITY— MEDIAN EXPECTANCY OF STAY 

Half Left Stayed in 

Boys by School 

I Third March, 1909 6 terms 

II Third May, 1907 2 terms 

III Third Sept. 1906 i term 

I Half July, 1908 5 terms 

II Half May, 1907 2 terms 

Girls 

I Third Feb., 1909 6 terms 

II Third Dec, 1907 3 terms 

III Third Dec, 1906 i term 

I Half June, 1908 4 terms 

II Half June, 1907 2 terms 

Marked ability such as would put one in the first third of 
his or her class has a very strong influence in keeping a boy 
or girl in school. The expectation by approximate thirds or by 
approximate halves shows little difference between boys and 
girls in respect to this characteristic. 

Half of the pupils who are ranked in the first third of their 
class have not left until March, 1909, in their 7th term in high 
school. 

Half of the pupils who are ranked as of average ability have 
left by May, 1907, in their third high school term. 

Half of the pupils ranked as below the average in ability, 
that is, in the lowest third of their class, leave by September, 
1906, after a stay of but one term in high school. 

Summarizing these statements one may say, in so far as our 
records mirror conditions at large: — that the probabilities are 
that pupils ranked in the lowest third of their classes in Ability 
will not stay in school more than one term; that pupils of 
middle or average Ability will stay two but not three terms ; 

155 



156 Elimination of Students in Public Secondary Schools 

whereas pupils of the first third in Ability will stay three full 
years or until the early part of their seventh term. 

One leading observation which we now may make from our 
tabulations is that the teachers, who instruct our entering pupils, 
may be able in the first two months of the pupils' high school 
work to forecast with considerable certainty the probable length 
of time which a pupil will stay in high school. On the other 
hand, we cannot apparently be sure in every case that even a 
pupil who is rated near the bottom of his class will not stay 
in school four years, though the chances for his doing so are 
scarcely more than one in six and the chances for his normal 
graduation but one in twenty-three. 

INDUSTRY 

Half Left Stayed in 

Boys by School 

I Third June, 1909 6 terms 

II Third Dec, 1907 3 terms 

III Third Nov., 1906 i term 

I Half July, 1908 5 terms 

II Half May, 1907 3 terms 

Girls 

I Third May, 1908 5 terms 

II Third Oct., 1907 3 terms 

III Third May, 1907 2 terms 

I Half Feb., 1908 4 terms 

II Half Sept., 1907 3 terms 

Totals 

I Third Oct., 1908 5 terms 

II Third Oct., 1907 3 terms 

III Third March, 1907 2 terms 

I Half March, 1908 4 terms 

11 Half June, 1907 3 terms 

A study of the median expectancy of stay for pupils who were 
ranked in Industry shows fairly marked sex differences between 
the boys and the girls who were ranked at or near either the 
top or the bottom of their classes. 

The expectancy of stay for boys in the first third of their 
class (the " more industrious " boys) is nearly seven terms, or 
about two terms longer than the more industrious girls, half 
of whom have left by the middle of their fifth term in school. 

Half of the boys and girls of average or medium industry have 
left before the end of their fourth term in school, there being 



Early Promise 157 

no very marked distinction here between the sexes, though the 
boys stay a month or two longer than the girls. 

When we come to consider the pupils ranked in the lowest 
third of their classes (the " less industrious " pupils) we find 
that the less industrious girls outlast by nearly a term the less 
industrious boys. Half of the less industrious boys stay not 
much longer than one term in school and many of these boys, 
of course, do not even stay one full term. These are largely 
the boys who " went to work " during the summer of 1906, 
and they may furnish a rather interesting side light on the char- 
acter of service an employer is apt to get when he employs a 
boy who has spent just one term in high school. 

As a whole our tabulations show that the more industrious 
pupils stay longer in school than the less industrious and yet 
that the early promise of superior Industry is necessary to estab- 
lish the probability of a stay longer than four terms in high 
school. 

RESULTS 

Half Left Stayed in 
Boys by School 

I Third Feb., 1909 6 terms 

II Third Sept., 15/07 3 terms 

III Third Jan., 1907 2 terms 

I Half July, 1908 5 terms 

II Half Sept., 1907 3 terms 

Girls 

I Third July, 1909 7 terms 

II Third Oct., 1907 3 terms 

III Third March, 1907 2 terms 

I Half July, 1908 5 terms 

II Half Sept., 1907 3 terms 

Totals 

I Third April, 1909 6 terms 

II Third Oct., i9'07 3 terms 

III Third Feb., 1907 2 terms 

I Half July, 1908 5 terms 

II Half Sept.. 1907 3 terms 

The median expectation of stay for boys rated in the first 
third in Results is February, 1909 ; in other words, half of these 
boys have left before their seventh term has well begun. Half 
of the similarly ranked girls stay a few months later but do 
not complete their seventh term in school. 



158 Elimination of Students in Public Secondary Schools 

The boys and girls of middle or average success (Results) 
show a median expectancy of staying but little longer than three 
terms, or about half as long as pupils in the first third. 

Half of the girls who were rated in the last third in Results 
leave before their third term is more than well begun while 
half of the similarly ranked boys do not quite finish a stay 
of two terms. 

Our pupils rated high in Results by teachers in March, 1906, 
actually stayed in school from tzvice to three times as long as 
those with lower ratings in this characteristic, and in this they 
differed not very greatly from the showing made when the 
ratings in Ability and Industry were considered. This is an 
indisputable record of fact with no question of theory involved. 
One far-reaching question that this record suggests is this: 
" Could not all the teachers of the entering high school pupils 
be so instructed in the testing and ranking of pupils in four or 
five characteristics, not wholly matters of school record at pres- 
ent, that their combined judgment could be used in reclassifying 
the entering pupils on the basis of their probable length of 
stay in high school ? " But to estimate the pupil's stay is only 
half and so again we may from our records suggest another ques- 
tion : " Could not the ratings of skilled teachers be again em- 
ployed in re-assigning pupils to courses better fitted to each 
pupils ability, his length of stay, his future aspirations and his 
promise of accomplishment than the courses which these pupils 
first select ? " 

It will be urged in objection to such a plan that each pupil 
has, if he is allowed to enter high school at all, the right in 
theory to a presumption that he will graduate. Every entering 
pupil is in theory presumed to be able to graduate until proved 
unfit by final elimination from school. To re-assign or force 
out a pupil would be unjust. 

On the contrary, it may be equally well urged that whatever 
be the presumption in theory, in practice (since but one in eight 
or thereabouts really ever graduates) the presumption from the 
start is actually against every pupil, until he proves himself the 
one in eight who can finish the course he is just beginning. 

On the whole such a re-classification of all entering pupils at 
the end of the first half or first third of their first high school 
year, while it might work injustice to some few pupils, would, 



Early Promise 159 

for the great majority of those who enter, be of unquestioned 
advantage. The great number of pupils, from five-sixths to 
seven-eighths, whose high school efforts are unproductive of any 
tangible resultant benefits at present, would find themselves mak- 
ing definite progress toward a near and an attainable goal. 

Of course, such a re-classification would have to take into 
consideration each pupil's (and his parents') estimate of his 
intended length of stay and his choice of future occupation, as 
well as the teacher's estimate of the pupil's early promise of 
endurance and efficiency; but we have seen that it is possible 
to secure these measurements and their proper combination could 
also be worked out as the result of study and experiment. One 
assumption, however, is necessary even to the primary con- 
sideration of such a plan. That assumption is that the pupil 
who cannot graduate in our present courses (after he has been 
allowed to enter them) is still worthy of some secondary edu- 
cation at the public expense. If this assumption be granted 
there can be no question but that the organization of new courses, 
short, unified and graduated in difficulty, are necessary so that 
we may have suitable work to which our re-classified pupils may 
be assigned. 

Not all students of education, however, will admit that it 
is right for the state to furnish free secondary education to all 
who would attempt it. For this reason they say we set up 
entrance requirements and from the first day of school set in 
motion a sifting process which through the four years of assigned 
work is to sift the pupils who will be the future leaders from 
the pupils incapable of further profitable education. Granted 
for the moment that such a sifting process be most desirable 
and that to produce " graduates " is the only worthy aim of 
secondary education, what do our records show? Our records 
apparently teach us that a more crude, inefficient and wasteful 
method of sifting could hardly be devised. Imagine if you can 
a grain merchant who would use a threshing machine which 
threw out with most of the chaff over two-thirds of the good 
kernels ! And yet this very process of waste is apparently going 
on in our high schools to-day. Of our thousand pupils at best 
more than half of the more able, industrious and successful 
boys and girls were not saved for graduation or even kept in 
school four years. 



i6o Elimination of Students in Public Secondary Schools 

It will not do for the critic of our local conditions to lay 
the blame on the New York City schools, for nowhere in Amer- 
ica, if indeed in the English-speaking world, are the high school 
teachers more carefully selected or much better paid than in New 
York City to-day. It may yet be insisted and with considerable 
show of evidence that the high school pupils whom we studied 
are not up to the standard of the country high schools or to 
those of cities further from the influences of foreign immigra- 
tion. Yet if one admits that our children of native born parents 
are not far below the standard of the children in other cities, 
he is confronted with the proof that a very large fraction of 
the children of foreign born parents do the New York City high 
school work as well as, if not a shade better than, the children 
of the native born. 

The waste which characterizes the sifting process in 
New York City is typical of a situation which is not 
local or individual. The high schools are being crowded 
with thousands eager for some taste of secondary education, 
among whom are a few who can and will work forward to 
successful graduation under the present sifting process. Yet 
with these, who can and will, are more, who can but will not, 
because our process of selection or sifting is crude and defective : 
and so we lose this latter, equally good, material through the 
inefficiency of our present methods of selection. If sifting' be 
our chief aim enough has been shown, it would seem, to suggest 
the possibility of so hastening this process that surely not half 
the space nor half the teachers nor half the yearly outlay of 
money would be needed to provide a course to graduation for 
all who will use it under present conditions. 



SECTION IV 

PUPILS WHO STAYED FOUR YEARS BUT DID NOT 
GRADUATE (RETARDED PUPILS) : GROUP IX 

Ability and Retardation 

Our Group IX, the retarded pupils, or pupils who stayed in 
school four years without graduating, contains 23 boys and 
89 girls who were given rankings in ability. Without printing 
a very complicated table it is impossible to show the relation 
between these ratings and the degree of advancement of these 
pupils in their course. Many of these retarded pupils have only 
fallen behind one term and will undoubtedly complete their 
course in one or two terms more. Quite a number, however, 
have not yet completed three years work and of these it is prob- 
able that few or none will graduate. Reserving a fuller 
discussion of this subject for publication at some future time, 
we may at least state that successive promotion from grade to 
grade is a characteristic of those ranked high in Ability, while 
those among our retarded pupils, who fail most often to gain 
promotion, come from our lowest third in Ability. 

One-half as many of our ist third in Ability are found Li 
the retarded group as in the group graduated on time. From 
the middle third in Ability, twice as many are retarded as are 
graduated on time. From the lowest third nearly four times 
as many are retarded as are graduated. 

From this comparison we might say that on the basis of the 
ratings in Ability made by teachers in the first two months of 
a pupil's high school course, we may apparently forecast with 
a considerable degree of accuracy the probability (but not the 
certainty) of a pupil's retardation, and subsequent ultimate 
graduation or elimination. 

Industry and Retardation 
In Industry our original " Thirds " for all graded boys were 
I — 64, II — 80, III — y6; our retarded group shows I — 8, II — 7, 

161 



1 62 Elimination of Students in Public Seconda7'y Schools 

in — 8. Our original "Thirds" for girls were: — I — 166, II — 
170, III — 151; our retarded group shows I — 31, II — 30, III — 21. 

From this one might say that although fewer both of the 
average and of the less industrious boys, and more of the average 
and of the less industrious girls stayed four years without gradu- 
ating, still on the whole neither industry nor the lack of it 
played any very great part in retardation. 

On the other hand, when we consider the previous elimina- 
tions and the graduations from each group, we find that our 
figures may possibly have a somewhat different significance lead- 
ing one to believe that industry, as we recorded it, has perhaps 
some significance in retardation after all. For the exact figures 
the reader is referred to the tables, or to the discussions under 
Elimination and Graduation (in the two preceding sections). 
The probability is that the retarded group is made up of a more 
or less definite selection within the thirds. From the first third 
will come those whose steady progress toward normal gradua- 
tion was interrupted by absence or by outside duties or interests ; 
from the average or middle third will come those who have 
chosen a career for which high school graduation is necessary, 
but who are unable to do the work required for graduation in 
the normal time; from the lower or less industrious third will 
come those whose parents are financially able to keep their chil- 
dren in school regardless of promotions and who themselves may 
cherish social rather than intellectual ambitions. 

To a certain extent these facts are true in the case of Ability 
and Results also. It must be repeated, however, that our ratings 
do not establish as facts the selections referred to, but only, 
when taken in consideration with several other measurements,, 
suggest them. 

Results and Retardation 

One hundred and twenty-eight of our retarded pupils were 
rated in Results at the beginning of their school course, 24 
boys and 104 girls. About 12 per cent of our retarded boys 
are from the first third in Results, 58 per cent of whom have 
graduated. About 7 per cent are from the last third in Results, 
7 per cent of whom also have graduated. 

We have so few retarded boys that generalizations seem un- 
wise but investigation of several particular cases has suggested 



Early Promise 163 

that athletics in boys' schools has served to retard several of 
the boys rated high in Results as well as to keep in school many 
of inferior Results v\^ho would have dropped out of school had 
it not been for their interest in the athletic teams. On the 
whole, however, our percentages show for the boys a reasonable 
distribution on the basis of early promise. 

Our retarded group contains about 19 per cent of the gifls 
who were superior and 16 per cent of. the girls who were inferior 
in Results. So far as the girls are concerned we may note 
with surprise that there is so small a difference between the 
percentage of retarded girls who were ranked high and the per- 
centage of those who were ranked low in Results. That ap- 
parent similarity, however, is explained when we note that our 
girls, who were rated high in Results, graduated a large number 
(47 out of 171) while those who were rated low in Results 
graduated almost none (2 out of 179). Many of our retarded 
girls will undoubtedly graduate in one term more, but most of 
those rated low in Results who make up a large fraction of 
our retarded group, we may with certainty affirm are so poor 
in early promise that we cannot reasonably expect that they will 
graduate under any conditions, no matter how long they stay in 
school. It is an open question as to whether or not these girls 
should be allowed to remain in school to act as a drag upon the 
work in their various classes, to discourage teachers and perhaps 
to lead the younger pupils, who overtake them, into habits of 
indifference. 

Some parents will insist that their children stay in high 
school whether or not they make progress there. These children 
make up a large fraction of our retarded group. However, 
these non-promoted children who stay in school do not get from 
the high school courses (as at present arranged) very mucli 
of benefit to themselves or to their parents who wish them to 
be profitably employed. The composition of our retarded group 
strongly suggests the necessity for the arrangement of courses 
where girls (and boys too) whose parents insist on keeping 
them in school (or who themselves insist on staying in school) 
may find work which is interesting, profitable and suited to their 
less capable or less energetic natures. 

We cannot, or should not, forbid all free secondary educa- 
tion to taxpaying parents whose children fail to maintain .a 



164 Elimination of Students in Public Secondary Schools 

certain standard of efficiency in certain narrowed lines if it 
can be shown that these pupils are capable of progress in other 
equally useful lines not now provided. On the other hand, 
we may consider it fair to force out of the public high schools 
the children who are sent there by parents merely " to keep them 
out of mischief " while they are growing up. 

One final point should be mentioned while discussing this 
subject of retardation and that is that a study of the rentals 
paid by the parents of the retarded group (and especially by 
those retarded girls who give no promise of graduation), shows 
the extreme improbability of any relief being secured through 
vocational schools or courses. These parents would not send 
their children (it may be fairly safely averred) to anything 
which suggested a trade school. That which they apparently 
seek for their daughters is added cultural information and not 
preparation for future employment outside of the home. 

On the whole the pupil who stays four years but fails in this 
time to graduate was recorded by his teachers (at the beginning 
of the course) as much less able, and less industrious than those 
who graduate in normal time. Furthermore, these retarded 
pupils are about as able and as successful, but more industrious 
than the average entering pupil. The boy or girl who stays 
in school four years without graduating is differentiated from 
the average entering pupil chiefly by his more frequent expec- 
tation of staying for the full course and more frequent choice 
of a future occupation for which the course is necessary, to- 
srether with more favorable financial conditions at home. 



SECTION V 

PUPILS WHO GRADUATED : GROUP VIII 

PER CENT OF GRADUATES, BY ABILITY 
in Approximate Thirds 





Gradu- 

UATED 


Total 
Graded 
Pupils 

Entering 


Per Cent 
OF Third 
Gradu- 
ated 


I Third . . 


Boys 


23 
5 

6 


71 
79 
69 


32.4 
6.32 
8.6 


II Third 


Ill Third 




Girls 




I Third . 


47 
16 

4 


164 
192 
165 


28.7 

8.33 
2 .42 


II Third 


Ill Third . 




Total 


I Third. 


70 
21 
10 


235 
271 

234 


29.8 

7-74 
4.27 


II Third 


Ill Third 





Ability and Graduation 

A careful study of the ranks of our graduating pupils shows 
at once that the more able pupils graduate in nearly four times as 
large numbers as do either those of average or mediocre ability. 
Thirty-two and four-tenths per cent of the brighter boys and 28.7 
per cent of the brighter girls graduate on time. Of the boys and 
girls of average or medium ability 6 per cent of the boys and 8 
per cent of the girls graduate. Of the children rated as of com- 
paratively inferior ability 8.6 per cent of the boys and only 
2.4 per cent of the girls graduate on time, here giving evidence 
of a very marked contrast. The showing of the boys of in- 
ferior ability is noteworthy in that they are better represented 
at graduation than those ranked medium in ability. Further- 
more, the boys of exceptional ability, while they stand four 

165 



1 66 Elimination of Students in Public Secondary Schools 

times or over as good a chance of graduating as those beneath 
them in abihty, still do not have the high representation we might 
perhaps reasonably have expected. This is seen more clearly 
when we note that two-thirds of the boys ranked as of more 
than average ability are not included in our graduating group. 
In other words, we have lost two-thirds of our brightest boys 
and preserved not far from one-twelfth of the total medium 
and duller boy pupils. 

The brightest girls sustain a somewhat greater loss (71.3 per 
cent) though the least able girls are almost entirely lacking in 
representation, sustaining a loss of about 98 per cent. 

PER CENT OF GRADUATES, BY INDUSTRY 
In Approximate Thirds 





Gradu- 
ates 


Total 

Graded 

Pupils 

Entering 


Per Cent 
OF Third 
Gradu- 
ated 


I Third . 


Boys 


20 
8 

5 


64 
80 
76 


31 .1 


II Third 


10. 


Ill Third 


6-57 




Girls 


I Third . . 


36 
18 

4 


166 
170 
151 


21 .08 


II Third 


10.58 


Ill Third . 


2 .64 




Totals 




I Third . . 


56 
26 

9 


230 
250 
227 


24 .3 


II Third 


10 .4 


Ill Third 


3 .9 







Industry and Graduation 

In Industry somewhat the same conditions obtain as in Ability 
just discussed. The more industrious children are represented by 
31 per cent boys and 21 per cent girls. The girls and boys of 
average industry show about one-tenth graduating. The boys 
of less than average industry graduate but 7 per cent of their 
number though nearly three times as many in proportion as the 
less industrious girls. 

From our tables the more industrious boys as well as the less 
industrious boys make a much better showing than similar girls, 



Early Promise 



167 



but for several reasons we may do well not to lay too much 
emphasis on this apparent sex difference. 

PER CENT OF GRADUATES, BY RESULTS 
In Approximate Thirds 





Gradu- 
ates 


Total 

Graded 

Pupils 

Entering 


Per Cent 
OF Third 
Gradu- 
ated 


I Third , . 


Boys 


23 
6 
6 


77 
74 
86 


29 .87 


II Third 


8.1 


Ill Third , 


6 .97 




Girls 




I Third . . 


47 
19 

2 


171 
210 
179 


27 .5 


II Third 


9 .04 


Ill Third 


I . 1 1 




Total 




I Third . . 


70 

25 
8 


248 
284 
265 


28.4 


II Third 


8.8 


Ill Third 


3 -oi 







Results and Graduation 

Among the boys there is not any very noticeable difference 
between the conditions already described under Ability and those 
shown under Results. Among the girls there is however a 
rather marked improvement in the relative number who graduate 
from the first third in Results. Perhaps the most striking point 
about the girls' graduation is that scarcely more than one in 
ninety of those ranked as of inferior Results has graduated 
on time. 

On the basis of Results, taking boys and girls together, we 
may say that approximately one in three of those of superior 
Results will graduate on time; one in eleven of those ranked as 
of average Results will graduate on time ; while of those 
ranked as of inferior Results one in fourteen of the boys and 
one in ninety of the girls will graduate on time. 

It is a serious question as to whether in the last case it is 
really wise, and just to the taxpayer, to carry along over ninety 
girls of inferior Results so that one may graduate. The saving 



i68 Elimination of Students in Public Secondary Schools 

which could be effected by excluding at once all girls of inferior 
Results would be obviously very great. 

Taken as a whole the figures given in the tables show that 
pupils, either boys or girls, who are ranked in the first third of 
their class in Ability, Industry or Results stand a decidedly better 
chance of graduating than do the pupils in the lower two-thirds 
of their respective classes. There is, however, a slight sex dif- 
ference which would seem to indicate that the more able, indus- 
trious and successful boys (from a school standpoint) graduate 
in slightly larger relative numbers than do girls of similar capa- 
bilities. 

The group of graduating pupils contains 32.4 per cent of the 
boys of superior Abihty, 31.1 per cent of those of superior Indus- 
try, 29.9 per cent of those of superior Results. The same group 
contains 28.7 per cent of the girls of superior Ability, 21 per 
cent of the girls of superior Industry, 27.5 per cent of the 
girls of superior Results. 

Boys and girls, ranked on entering as belonging in the middle 
of their classes, graduate in about the same relative numbers. 
Pupils of this medium Ability, Industry and Results, apparently 
do about one-quarter as well as those of the first third. In 
other words, a pupil in the first third of his class has about 
four times the chance of normal graduation that the pupil has 
who is the second third of his class. 

When we come to consider the boys and girls who were ranked 
in the lowest third of their classes, we find a very marked sex 
difference. The boys who were ranked in the lowest third of 
their classes furnish relatively almost as many graduates as do 
the boys of the middle third. This of itself is surprising for 
we might not expect that the less promising boys would last 
nearly as well as the " average " boys, yet they appear to do so. 

The girls, on the other hand, who were ranked in the lowest 
third, do not do even one-quarter as well as the " average " or 
middle girls. 

Taking the boys and girls together and combining Ability, 
Industry and Results, pupils ranked in the first third of their 
class will graduate in three times the numbers that will represent 
the middle third and about seven times the numbers that will 
represent the lowest third. 



Early Promise 169 

Looking on the Darker Side 

If we consider these same figures from the opposite viewpoint, 
that of elimination, we can see that over two-thirds of those 
rated as the most promising of the pupils entering high school 
either do not graduate at all or do not graduate on time. Prob- 
ably at most not half of the best third or " more promising " 
pupils ever finish the course. 

The average or middle pupils will show an elimination or 
retardation of about ten-elevenths (lo/ii). 

The less promising boys will also show an elimination or 
retardation of about eleven-twelfths (11/12) while approximately 
forty-nine-fiftieths (49/50) of the less promising girls will fail 
to graduate on time, if at all. 

Having in mind the figures we have just briefly considered 
we are forced again toward the conclusion that under proper 
conditions, with a properly tested list of characteristics, it may 
be possible for trained teachers to make a series of mental meas- 
urements during the first two or three months of a pupil's high 
school course which measurements could be used to determine 
in advance, with a very great degree of accuracy, the pupils 
who will or will not finally meet the qualifications necessary for 
graduation. 

This investigation which we are now following was inaugurated 
by teachers who had previously had no special training in the 
grading in sequence of pupils on characteristics not directly con- 
nected with school work. Yet these ladies and gentlemen have, 
to take a single especially favorable example, graded about five 
hundred girls on Results. Two hundred or so of these girls 
were rated as noticeably less efficient than most of the others. 
From this less efficient group, determined in February and March, 
1906, only two girls graduated in January, 1910. 

The direction in which these facts point is too plain to be 
overlooked. If our co-operating teachers can prophecy with such 
accuracy in the case just described, it is certainly within the 
range of probability that others may be trained to do so, and 
that if the elimination of the inefficient be one of the aims of 
the high school, two months may suffice in the future to make 
the selections which it now takes four years to complete. 



170 Elimination of Students in Public Secondary Schools 

Those who claim that the only purpose of a high school is to 
produce graduates should hail with delight a plan which would 
not lessen the number of graduates but still would save the City 
of New York at the very least one-third of its annual expendi- 
ture for Secondary Education. 



PART VI 

FIRST TERM'S MARK 
ELIMINATION, GRADUATION, RETARDATION 

As has already been stated, transcripts of the school marks 
of our recorded pupils were kept in connection with our study 
of the semi-annual promotions. These marks furnish us with 
another measurement which is possible. of analysis as a factor 
in elimination. 

However, one difference exists between this factor and all 
the others. This factor of school marks is a record of school 
success or school failure. It is distinctively a school record 
and not therefore an impartial measurement or one independent 
of school bias as most of the others such as age, nationality, 
rental, etc., are. 

The term mark will show whether or not a pupil has for the 
term fulfilled the school requirements. There is, however, no 
indication of why he fulfilled them or why he did not do so. 
Indifference on the part of the bright pupils, incapability on the 
part of the duller ones, may show itself in the same identical per 
cent at the end of the term. For example, 50 per cent may 
mean that a bright pupil wilfully neglected his work, or it may 
show that a dull pupil, doing his best, could not cover the 
assigned work in a satisfactory manner. Moreover a reasonable 
amount of success in school may be a necessity for those who 
would remain in school, for the pupil doing no work would 
be forced out. So far as this is true we should expect that 
those who stay in any school would in the majority of cases not 
drop far below the passing mark, which is 60 per cent in the 
New York City high schools. 

On the other hand, if a pupil decides to drop out, but has 
as yet no position immediately in view which attracts him, we 
might expect, unless the pupil were most unusually conscientious, 

171 



172 Elimination of Students in Public Secondary Schools 

that this pupil would more and more neglect his school work 
while still attending school somewhat regularly and that his 
last school rating before he finally leaves would be his worst. 
This indeed is much the situation which our records disclose. 
A few pupils of those dropping out finished well but always 
as many or more finished poorly. 

That in about half the cases of those eliminated, the last 
recorded school mark is a poor one does not of itself prove 
that half of the pupils who dropped out shortly after receiving 
this mark were forced out by inability to do their work and 
by failure in their lessons. All that this mark shows is that the 
pupil did not do his work whether or not he was able to do it. 
Indeed the drop from a succession of satisfactory percentages 
to a very low one just before elimination would seem to indicate 
in such cases that the pupil, perfectly able to do his work as 
satisfactorily as he had done it in the past, neglected his last 
term's work because his interests were outside of the school 
he soon expected to leave. We cannot therefore believe that a 
low mark just before leaving is the only factor which forces 
a pupil to leave school. This knowledge will tend to weaken 
the argument for making the initial courses very easy so that 
all or nearly all will pass in the first term's work and so be 
induced to continue in school. 

However, nothing that has been said must be construed to 
mean that difficulties in the studies pursued do not force many 
pupils to leave. Our point is, that this difficulty is not all- 
compelling and that our records show that pupils who find no 
difficulties in their school work still leave in very large numbers. 

First Term's Mark 

The progress of our recorded pupils necessitated transcribing 
approximately 5,000 term marks with several thousand other 
subject marks in the total. The one mark of all these pupils 
which may most interest us is the mark assigned at the close 
of the first term of high school work. 

By the first term's mark we mean the combined mark show- 
ing the pupil's average standing in all subjects at the end of 
the fi.rst term. This mark is usually secured by multiplying 
each final subject mark by the number of periods per week that 



First Term's Mark 173 

subject is given in the course, adding all such products and 
dividing by the total number of periods of recitation which 
each pupil attends each week. The individual subject marks 
are usually the result of combining recitation marks for the term 
with a final examination mark, the former counting two-thirds 
(^) the latter one-third {Ys). All schools are not obliged to 
follow this plan, there being allowed considerable individual 
freedom in making up the term's mark, save that the minimum 
passing mark in all schools is 60 per cent. 

Not all of our recorded pupils received a mark for the work 
of their first term. Some pupils were absent either from some 
of the final examinations or from all of them, even though these 
pupils continued afterward in school. Other pupils left school 
permanently before their final term mark was assigned. In the 
cases just mentioned wherever the class marks could be secured 
the combined mark was calculated by an assistant and recorded 
as " the last (combined) mark assigned before the pupil left 
school." These additional marks, though not a matter of school 
record, were still considered to be trustworthy evidences of the 
character of the pupil's work in school, and so were included 
in our tabulations if the pupil stayed until about the time of the 
final examinations in June, 1906. 

Because our pupils received a term mark based on an abso- 
lute standard o-ioo per cent and not a rank in sequence (as 
in our Early Promise gradings) it was difficult accurately to 
combine them into groups based upon the marks given by the 
different schools concerned. Even a brief study of the marks 
by schools would suggest to the observer that there are schools 
in which the same pupils putting forth the same effort in their 
work would receive a mark ten or fifteen per cent higher than 
they would if registered in other schools. The median mark 
of all the recorded pupils, to take the extreme case, in one 

[Note. — The supposition of one school that an easy first term of work 
with high marks for average success would influence a pupil to remain 
longer in school is in part borne out by the records. Still we must bear 
in mind that the character and intellectual standard of the community 
from which a high school draws its pupils is also a factor in encouraging 
those pupils to persevere in their studies. We cannot, however, overlook 
the fact that the high school whose first term marks are unusually com- 
plimentary, graduates at the end 22 pupils while the school whose marks 
seem unnecessarily severe graduates but 9 pupils ; moreover, the former 
school keeps 30 retarded pupils in school as against 20 kept in the school 
where the marks were unusually low.] 



174 Elimination of Students in Public Secondary Schools 

school is yy per cent and in another 62 per cent. This was not 
chance, but a part of the policy of the schools in question 
in 1906. 

Introduction to Table of Marks 

In order to show this range in the first term marks assigned 
in different schools, we print a table of these marks by schools. 

It was at one time planned (in order to bring all schools to 
a common average scale) to reduce or increase the marks assigned 
in certain schools by a definite factor so that all medians would 
coincide and that 68 per cent for example, would have the same 
significance in all cases. Again the plan of throwing out the 
extreme schools was considered, thus leaving the others whose 
medians now almost agree. After considerable study, however, 
it was decided to leave all marks just as they were originally 
assigned and to treat them all alike, believing that as matters 
of school record, they should be taken at their face value in 
this investigation. 

FIRST TERM'S MARK, BY SCHOOLS 







0-49 


50-59 


60—69 


70-79 


80-89 


90—100 




School 


Med. 


Per 


Per 


Per 


Per 


Per 


Per 


Total 






Cent 


Cent 


Cent 


Cent 


Cent 


Cent 




A 


62 


20 


32 


30 

M 


14 


8 


2 


106 






B 


64 


19 


15 


30 
M 


20 


13 





97 


C 


64 


13 


7 


18 

M 


16 


3 





57 


D 


64 


1 1 


8 


19 
M 


15 


I 


1 


55 


E 


64 


II 


24 


44 

M 


27 


6 


1 


113 






F 


65 


12 


21 


39 

M 


28 


1 1 


4 


115 






G 


66 


8 


14 


29 

M 


27 


5 





83 






H 


68 


2 


8 


17 
M 


14 


9 


1 


51 






I 


68 


10 


6 


12 
M 


17 


7 


I 


S3 






J 


72 


4 


7 


22 


28 
M 


18 





79 






K 


77 


5 





16 


M 


36 


7 


99 






Total 




115 


142 


276^ 


241 


117 


17 


908 



First Term's Mark 



ns 



The tables that follow show the relation of the first term's 
mark to length of stay and grade reached. 

FIRST TERM'S MARK AND LENGTH OF STAY 



Group 


I 


II 


III 


IV 


V 


VI 


VII 


Grad. 


Ret. 


Total 


Mark 
o- 49 

50- 59 

60- 69 

70- 79 

80- 89 

90-100 


14 
22 

25 

10 

2 




33 
29 

41 

20 

6 




23 
M 
17 
M 
41 

17 

12 

I 


9 
9 

26 
20 
11 

1 


16 
17 

30 
M 
36 

12 

I 


9 
16 
38 
27 

M 
2 


4 
10 

16 
23 

12 

1 




7 

8 

43 

43 

M 

9 

M 


7 
IS 
51 
45 
17 

2 


115 
142 
276 
241 
117 
17 


Totals 


73 


129 


III 


76 


112 


94 


66 


110 


137 


908 



FIRST TERM'S MARK AND GRADE FROM WHICH PUPILS 

WERE DISCHARGED ("PROGRESS IN THE SCHOOL 

COURSE") 



Mark 


lA 


iB 


2A 


2B 


3A 


3B 


4A 


4B 


Cer. 


Grad. 


Total 


0- 49 


70 
M 


23 


12 


3 




















108 


50- 59 


54 


34 
M 


17 


8 


5 


2 








I 


6 


127 


60— 69 


41 


TOO 

m" 


28 


22 


19 


6 


I 





I 


7 


225 


70- 79 


12 


49 


27 


28 

M 


15 


13 


5 


4 


6 


3 7 


196 


80- 89 


2 


22 


9 


II 


I 


3 


7 

m 


2 


I 


42 


100 


90-100 





I 


1 


2 


I 








I 







M 


IS 


Totals 


179 


229 


94 


74 


41 


24 


13 


7 


9 


lOI 


771 



0-4P Per Cent 

Of our nine hundred and eight graded pupils one hundred 
and fifteen pupils received a mark below 50 per cent for their 
first term. Half of these pupils left by or before the beginning 
of their second term in school. Of those who remained seven 



176 Elimination of Students in Public Secondary Schools 

stayed for four years, but not one pupil rated 0-49 per cent 
advanced beyond the 2B grade in all that time. The majority 
of all pupils of this mark did not even complete the work of the 
I A grade. 

50-5Q Per Cent 

As was the case in the previous group, half also of this group 
of pupils, rated 50-59 per cent, left by or before the end of 
their first term in school; but in this group, because some were 
promoted on trial, half finished the work of the lA grade and 
were privileged to begin the iB grade work. 

Of those that remained although most went no further than 
2A, still a few advanced to 2B and two even reached 3B. One 
pupil received a certificate of four years' work, one actually 
graduated in a four years' course, and five others (after repeat- 
ing lA) graduated in a three years' technical course. Of the 
entire 142 pupils, however, only one pupil graduated in a four 
years' course within the established time. 

60-69 P^f Cent 
The range of marks which included the largest number of 
pupils was 60-69 P^^ cent, the lowest range of marks which in- 
cluded pupils who were unconditionally promoted. There are 
276 pupils in this group, or more than as many as are found in 
the ranges 0-49 per cent and 50-59 per cent combined. The 
median length of stay for these pupils is a fraction over three 
terms in school. Of those that do remain, however, 59 stayed 
for four years though only 5 out of 276 graduated in a four 
years' course, one received a certificate, and two graduated in 
the three years' technical course. Of those who stay no longer 
than four years, the median grade of advancement (in a median 
stay of three terms) is but one term's work completed. More 
than half fail to complete even the work of iB. 

yo-^p Per Cent 

But little smaller than our 60-69 per cent group is this group 
of 241 pupils included in the range from 70-79 per cent. This 
range on the whole includes the pupils upon whom the teachers 
have set the stamp of, at least, moderate approval and in one 
school the stamp of rather marked success. Half of these pupils 



First Term's Mark 177 

do not leave before the end of their fifth term in school. Of 
this group III pupils stay six full terms in school and of these 
43 graduate or receive certificates in four years while 45 remain 
in school after four years as retarded pupils. Of those who 
leave at or before the end of four years (including the gradu- 
ates) the median grade of advancement is but 2B. 

8o-8q Per Cent 

Taking all the schools together about one pupil in eight re- 
ceives a mark high enough to be included in the range 80-89 
per cent. With the possible exception of one school, the mark 
80-89 P^r cent for the first term is one of unusual merit. 

Of the 117 pupils included in this range just about half stay 
for the entire four years and of those that stay, 43 out of 60 
graduate on time. Of the pupils who stay but four years or 
less, the median expectation of advancement is the 4A grade. 

QO-ioo Per Cent 

Out of 908 pupils who were recorded but 17 received a mark 
of 90 per cent or higher, that is, as a rule, but one pupil in 
53 reached this degree of proficiency. Of these seventeen, nine 
graduated on time, in four year courses, while two remained in 
Grade 4A at the end of their four years' stay. The median 
expectation is graduation at the end of a four years' stay in 
school. 

Conclusions 

One suggestion that some observer of our tables might be 
led to make is the possibility of economy in the expenditure of 
school moneys. If this observer holds, as some will, that the 
paramount if not the only purpose of the high school is to turn 
out graduates, we have in this table the evidence that from 
one-half to three-quarters of our annual appropriation might 
be saved by a rigid process of exclusion applied at the end of 
the first term. Such a system of exclusion indeed has precedent 
in the methods used by the Federal Government at Annapolis 
and West Point. 

Now as to the basis for this exclusion. If all boys who 
failed to get at least 50 per cent for their first term were at 
once expelled we would lose none of our graduating group. 



178 Elimination of Students in Public Secondary Schools 

If all boys who failed to get 60 per cent were expelled we would 
lose but one in fourteen of our graduates. For the girls 
(omitting the five below 60 per cent who graduated in a three 
years' course) we could draw the lines at 60 per cent and not 
lost a single four-year-course graduate. By doing this we could 
at once rid the schools of thousands of girls who in the very 
greatest probability will not graduate on time, if at all. 

Even if our passing mark were to be raised from 60 per 
cent to 70 per cent, and pupils who did not reach this latter 
mark should be forced to leave school at the end of their first 
term, we should lose but seven of our graduates in a four years' 
course. Such a measure of exclusion, while it would have lost 
us about 7 per cent of our four year graduates, on the other 
hand would have cut our register at the end of the first term, 
from our entering thousand down to about 375, a saving in space, 
text-books and instruction of at least 50 per cent for the second 
term. Moreover if the standard of 70 per cent were known in 
advance to be in force it is quite probable that those who have 
the ability to graduate would reach that standard, and we should 
not lose even 7 per cent, probably not more than i per cent or 
2 per cent of our future graduates, by raising the passing mark. 

Even after we have cut down our entering classes at the rate 
of 625 in every thousand we still have not excluded those, 
who though they reach the required passing mark, had no 
intention of completing their high school course. Consequently, 
these pupils not agreeing with the narrowed aim of " making 
graduates " which we have for the time assumed, may also be 
forced out in order to put our " business of graduating pupils " 
on a business basis. But still we have other tests which we 
may apply, viz., the age at entering, fathers' nationality, occu- 
pations of parents and of older brothers and sisters, pupil's 
choice of life work, rent paid by parent, etc., etc., which, when 
the combined evidence is strongly against the pupil, could be 
made the basis of exclusion. So combining all our evidences 
of Early Promise, we might cut our entering thousand to prob- 
ably not more than two hundred and still not materially lessen 
the number of graduates which we turn out to-day. 

If, then, we take graduation in four years or simply gradua- 
tion in any length of time to be the sole purpose of our high 
schools we may (1910) calculate for New York City a saving 



First Term's Mark 179 

of from one to one and a half millions of dollars, for if to the 
saving in instruction we add the saving from the lessened space 
required for our reduced registration, the saving in buildings, 
janitors' salaries, lighting and heating and finally in text-books 
and supplies, we can place our saving at from fifty to seventy- 
five per cent. 

To-day what do we have as an argument in answer to this 
proposed economy? Merely our statement that the pupils who 
do not graduate are benefited by their longer or shorter stay 
to an extent which warrants the expenditure of this extra mil- 
lion or two each year. And yet for whom are the schools 
planned ? Toward what else than graduation or college prepara- 
tion do most of our four-year-courses tend? 

If, as our study of rentals seemed to show, the New York 
City high school is really a people's college, and not a college 
preparatory institution in the main, what preparation have we 
made for the proper education of those who cannot expect to 
graduate ? 

The argument which has been advanced for shorter courses, 
unified courses, popular courses (in the best sense), courses 
which are informational and cultural rather than scholastic and 
disciplinary, becomes very strong when we consider the question 
of total expense with the resultant showing of graduates. 

If we are to graduate only in the neighborhood of 12 per cent 
of an entering class and if this graduation is the main purpose 
of our schools, then any measurement which will show us how 
to save 88 per cent of our annual expenditure should be welcome. 

If, on the other hand, we believe in advancing each pupil 
just as far in secondary education as that pupil is able or willing 
to advance, may we not spend this 88 per cent of our money 
to better advantage than by trying to make " graduates " out 
of those who cannot or will not follow to completion the courses 
we have planned? Particularly in this connection we should 
remember that our records, while they show the graduates to be 
largely of a superior mental type, still show that the great 
majority even of our most promising pupils do not remain to 
graduate. On the basis of Early Promise in Ability, Industry 
and Results, we find that in four years we have lost to gradua- 
tion two of the most able, industrious and efficient pupils to 
every one that we have graduated. If graduation be still our 



I So Elimination of Students in Public Secondary Schools 

only aim, is there not need on this showing to so modify our 
graduation requirements as to keep for graduation more of those 
whose early promise is superior in character? 

On the other hand, if the majority of our most promising 
pupils will not under any circumstances remain to graduate 
(and such on the surface appears to be the case) is it not due 
these pupils to open to them courses which are especially de- 
signed for their needs entirely apart from our idea of the needs 
of those who will graduate in such courses as are already in 
existence ? 

Some have supposed that by planning a course of a certain 
length (say four years) they could induce more pupils to stay 
in school to complete such a course and so to reap its resultant 
benefits. There is no doubt that many of the longer courses 
have been planned largely if not wholly with this proposed bene- 
fit as the controlling motive of the plan. With the praiseworthy 
motive of such a plan few can disagree, but with its working- 
out in practical service we are forced to disagree because we 
do not find that it increases the length of stay in proportion 
to the elimination it causes. 

To be sure, when all is said and done there are those thought- 
ful and sincere students of education who will maintain that 
there is as much benefit secured from a half-finished four years' 
course, as from a completed course originally planned for only 
two years. These students will maintain that the value of the 
training and discipline of the course is its chief if not only 
value and that it makes little difference what subject be studied 
or how far this study be pursued, provided only that the 
methods of instruction and of study be of the right sort. One 
may find that these students of education for the most part 
neglect the causes which have led to the original introduction 
of each subject into the course of study. These students may 
perhaps be led to see that all the subjects taught in our sec- 
ondary schools were put there because, at one time or another, 
students wished (or their parents compelled them) to learn 
something about the subject itself and not primarily because 
of the discipline the subject gave. The disciplinary theory 
of education is fast disappearing from modern thought, yet even 
where it remains entrenched it is hard to find in it a solution 
of the following situation. 



First Term's Mark 



lai 



Granted that great benefit may come from the training and 
discipHne gained in the study of a subject, even when the in- 
formation that subject gives is useless, can it not be urged that 
greater value and benefit may come from the study of a subject 
which while it provides training and discipline, still provides, 
in addition, information which is itself of value and benefit. 

Few will claim that our four year courses the country over 
have been planned with special reference to the needs of pupils 
who can stay but one year, yet the majority of our entering 
pupils complete no more than one year's work no matter how 
long they stay in school. Roughly, half of those who complete 
one year of their course do not complete more than two years, 
but we find no course in most public high schools especially 
planned for those who can stay no more than two years. 

Does it not seem reasonable to suggest, even if we keep our 
present four year courses unmodified, that we also plan other 
courses different in scope and subject matter for the pupils who 
will stay but one year and still another course for those who will 
stay but two years? To be sure, it may be possible to make 
each year's course a rational unit of work and still to plan a 
succession of yearly courses with each course complete in itself 
and yet all so planned as to form parts of a harmonious whole. 
The danger in such a plan lies in the sacrifices that each unit 
is almost sure to make so that the harmony of all the courses 
be maintained. Supposing that a student wishes to gain some in- 
troductory notion of modern science, will the chemistry, for ex- 
ample, of such a shorter course be that which would be taught a 
pupil who will stay for four years and who may be able to pursue 
a thorough laboratory course in that subject? Will the pupil, 
whose entire survey of the field of Latin literature and history 
must be gained in one year, be set to work memorizing declen- 
sions, conjugations, and rules of syntax in the same way as 
will the pupil who carries his study of Latin into the college? 
Similarly in history and mathematics, great difficulties lie in 
the path of one who would try to kill two birds with one stone. 
Unless each aim and each course be distinct there is extreme 
danger of missing entirely the purpose of either course. 

Again there is the problem of thoroughness and organization. 
There is as much danger in too broad and too shallow courses 
as in those too narrow and too deep. 



1 82 Elimination of Students in Public Secondary Schools 

The one who tries to give a bird's-eye view, in one year, of 
many years of work may find that in his one year's course he 
has taught so much, that he has taught little or nothing that 
will stand the test of time. The formation of shorter courses 
is not a task to be entered upon lightly nor without serious 
study and experimentation. Surely no one will from theory 
find the solution at once. The method of experimentation must 
replace our present too dogmatic methods. Even the trial of 
one year should lead to improvements the next year. No one 
may maintain that a course of study once published is there- 
fore perfect and immutable; but rather that each course is ten- 
tative, open to annual revision whenever the discoveries of a 
year warrant such action, and, at the outset particularly, we 
should believe that such revision would be warranted annually 
for a series of years. 

Economy and efficiency far beyond our present possibilities 
will follow the early elimination of those who show themselves 
totally unfit for secondary work. But a still greater economy, 
which is constructive rather than destructive, will follow the 
re-assignment of those who are retained in school, to courses 
which they may pursue with unquestioned profit to themselves 
and to the community. 



PART VII 
THE HUMAN SIDE 

SECTION I 

INTRODUCTION 

In connection with the work of the investigation the investi- 
gator was often brought into a more or less personal acquaint- 
ance with a number of the recorded pupils. As a result of 
this acquaintance, there was perhaps unusual opportunity for 
studying the high school as seen from the pupils' viewpoint 
as well as from the viewpoints of parents and friends of the 
pupils. Such observations did not in any exact sense form a 
part of this investigation and differed from our observations 
proper, in having always a personal bias and being so tinged 
with a variety of influences as to be incapable of scientific 
classification with subsequent logical deductions. Nevertheless 
these observations showed certain situations to be sufficiently fre- 
quent to permit of their statement in general terms even though 
they might not be supported by exact references. 

Because of their interest to students of the high school situa- 
tion and because of their indirect bearing on the particular 
subject of this investigation, the Elimination of Pupils from 
High School, it was finally decided to group these often unrelated 
observations in a summary, which while it formed no part of 
the investigation proper, still might properly be added to the 
more statistical studies already given as at least suggesting other 
topics which will have to be more carefuly studied before we 
can approximate an unquestionably complete explanation of the 
main problem which we have in mind. 

At least seventy-five per cent of the pupils who enter have 
the brains, the native ability to graduate if they chose to apply 
themselves. They come from homes where there is no intellectual 

183 



184 Elimination of Students in Public Secondary Schools 

tradition of study for study's sake. They feel the pressure of 
limited means, parental sacrifice, narrow living, if not the pinch of 
poverty. They desire to be independent financially of the home, 
to help with the rent, to buy their own clothes. They see no 
use in the high school as a means to a better livehhood. They 
want a little pleasure in living, some time to play, to visit with 
their friends, to enjoy themselves in their own amusements. 
Study to them is not a pleasure, it is the hardest and most dis- 
agreeable kind of work. They lack the faith to see in it a road 
to better things. They do not know personally men and women 
who are high school graduates, save only their teachers. The 
lives of the men teachers seem exacting and profitless to the 
boys. Few indeed desire to emulate them. 

To the girls teaching is the one most attractive occupation in 
case they do not marry; but on the other hand, it is too great 
a waste of energy and labor to prepare to teach when a girl 
expects to be married at twenty or twenty-two. 

In an office or a store girls and boys may earn their own 
living working at daily tasks far easier than their high school 
lessons and still have their evenings for fun and frolic without 
fear of failure the next day. Moreover the home conditions, 
aside from the different intellectual levels which they may repre- 
sent, are on the whole directly in opposition to the isolation and 
abstraction which the high school studies demand. A quiet room 
alone, freedom from distracting or annoying interruptions are 
necessary to successful concentration upon the lessons of the 
next day. These conditions are impossible of realization in the 
great majority of the homes our research covers. In the room 
where our entering pupil studies there are often two or three 
younger children at play. Older sisters want the other room ta 
entertain company. The mother is still at work on her house- 
hold duties. There are calls for assistance with the housework or 
help with the " home work " of the younger children. Thus the 
high school boy or girl finds the preparation of to-morrow's 
lessons (most difficult in themselves) doubly difficult because 
of home conditions. 

On the street the noises of children at play serve to increase 
the distractions and to invite the unwilling pupil from his work. 
There are games for the boys and visits for the girls to attract 
them from their studies. The boys and girls whose day is 



The Human Side 185 

spent in offices or shops come home for their hours of relaxation 
and amusement. They seek out their high school friends and 
call them from their home study to join in an evening stroll 
or in some treat which they provide a " game," a walk, or a 
visit to the moving picture show. 

The young high school pupil cannot help contrasting his own 
daily and nightly routine with that of his friend who is em- 
ployed " down town." In every way his own life seems hard, 
confined and unnatural. The high school boy works harder 
than his employed friend and his reward is more often blame 
than praise. He has no money for amusements, he never has 
any pocket money to spend as his fancy dictates. 

Among the girls especially the dresses of their employed friends 
are constant sources of envy. These girls whose work is over at 
five or six can now come home for an evening of care-free relax- 
ation. They can go to parties or go out with their young men 
friends. Not so with the successful high school girl ; she must 
for five nights a week deny herself the social pleasures of her 
circle of friends and shut herself away from her admirers while 
she struggles with Latin forms and syntax. Then even if her 
tasks are finished for the day, she must decline many opportun- 
ities for pleasure. She has no clothes to wear suitable to the 
occasion. From her father's weekly wages must come the rent, 
food and clothes for all. It is enough that she should be per- 
mitted to stay home from work to attend high school. The old 
clothes must do until they are outgrown. 

In every way the work of the high school pupil seems hard, 
uninviting and entirely out of keeping with what appear to be 
the realities of life. The contrast between the abstractions of 
algebra and the life of the neighborhood is too great to be bridged 
save by an arch of faith which few indeed can construct. 



SECTION II 
HOME WORK 

In practically all our larger high schools we no longer have 
one teacher giving instruction in history, literature and science, 
but rather have such a division of the work as will permit each 
teacher to devote his or her attention to only one field, or to 
closely allied fields, of knowledge. The chief arguments for this 
subdivision of the work of instruction are first, tHe better prep- 
aration which the school authorities are able to secure from 
teachers for the instruction in specific subjects, and second, the 
more economical and efficient service each teacher is thus able 
to render. 

However, from the standpoint of the pupil, instruction by 
specialists is by no means an unmixed blessing. True it is that 
the specialist carries into the class room a love and enthusiasm 
for his specialty which is necessary for the best teaching as 
well as for the best learning. Also it is true that this enthusiasm 
is to a certain extent contagious so that the pupil whO' is earnest 
in his work often catches the spirit of enthusiasm which his 
teacher manifests. On the other hand, the narrow field of the 
teacher's work may very often make him forgetful of the re- 
quirements which the pupil must daily meet in the other sub- 
jects of the course and for which the pupil must also make 
daily home preparation. 

The amount of home preparation which a high school pupil, 
who is earnest and conscientious, must give to the nightly 
" home-work " of his grade, is astonishing in its quantity. Indeed 
it cannot be fully appreciated until it is attempted by an adult 
whose familiarity with the varied subjects of instruction has 
lapsed with his maturer years. 

In order to get this personal estimate of the difficulty of the 
daily home work, the investigator at one time and another 
attempted to prepare for several successive days the home work 
required at various times by various high school grades. This 

i86 



The Human Side 187 

fictitious high school pupil found that the customary length of 
time allotted by the various subject-teachers was theoretically in 
the main one hour and yet only with extreme difficulty was 
an allotted lesson ever really completed within that time limit; 
more frequently an hour and three-quarters represented the 
effort necessary to secure a fairly thorough and retentive survey 
of the assigned lesson. It may be perhaps admitted that an 
adult, trained in concentration and with a moderate ability of dis- 
crimination in the selection and relation of essential facts, would 
do at least as well as the average pupil in school would do on 
the same lessons, so far as quickness of learning a lesson is con- 
cerned. But it may also be admitted that an adult may have a 
more exacting ideal as to what constitutes a well studied lesson 
and so may spend on such a lesson more than the minimum time 
necessary for the appreciation and temporary retention of the 
essentials. 

Sample tables of home work will be found in the Appendix, 
pages 205 and 206. 



SECTION III 
NEW COURSES AND NEW TYPES OF SCHOOLS 

Among the many conclusions possible there seems at least one 
conclusion that we all must draw from this investigation taken 
as a whole, namely that an extremely large percentage of the 
population enters high school unwilling or unable to benefit 
properly by the instruction which is offered at present. 

To bar entirely these children from secondary education would 
be undemocratic and, in that it denies them equality of oppor- 
tunity, unjust. On the other hand, to permit pupils to drag 
along in courses for which they have no aptitude and in which 
they are visibly receiving little benefit is equally unjust, par- 
ticularly to the city which provides, at so great an expense, 
costly and capable instruction. 

In the manufacturing world the past quarter century has seen 
tremendous advances in economy of production through the 
utilization of what were once considered waste products. There 
are no longer scrap heaps of materials thrown aside in the process 
of manufacture but each particle not used in the manufacture 
of the standard article is still worked over into something valu- 
able and useful. No longer have we " waste products " in the 
processes of manufacture. So in the educational world there 
is need for the utilization of the waste-products now cast aside 
in our schools during the process of — " Making graduates." 
Granted that all of our raw material is incapable under any cir- 
cumstances of being turned into that finished product which is 
now the main purpose of our school, still is it not possible to 
turn aside into useful by-products the half finished product which 
is now cast aside? 

Is it not possible to re-sort, to re-classify our pupils two or even 
three times a year, so that we may constantly be doing valu- 
able service for the pupil who clearly shows incapacity for 
progress along the present stereotyped " line of promotion " 
whatever that may be? In some such way as this may not the 

i8S 



The Hitman Side 189 

pupils, who now drop out with the consciousness of failure and 
with the stamp of high school disapproval, be kept in school to 
finish courses within their capabilities and so be brought to some 
distinct point of progress which, while it may not be that of 
" graduated " in the present meaning of the word, still may 
be recognized as an undisputed mark of educational advance- 
ment ? Of course one serious difficulty in such a plan would soon 
prove to be the re-assignment to proper courses of the individuals 
who failed to show satisfactory percentages. 

Should these pupils who might become useful " by-products " 
be prohibited from attempting the apparently impossible task of 
graduating in the regulation course or should they be allowed 
to struggle on and finally to fail? Even granted that we set 
up bars which will turn aside the less successful from a hopeless 
struggle toward the old style " graduation," into what new chan- 
nels shall we turn them? Shall we who are older in years and 
in experience prescribe the altered courses and if so what means 
have we of enforcing our prescription? May not the pupil leave 
at any moment the fancy strikes him? 

Everything seems to point toward the arrangement of several 
unified courses, elective in the main, which constantly diverge as 
the pupil progresses upward. At the outset perhaps one or at 
most two uniform courses may be provided which furnish the 
substantial basis for any of the subsequent courses. This initial 
course (of possibly fourteen weeks) would serve to "try out" 
all applicants and give the data for a re-assignment or further 
assignment of pupils and courses. In the second term our one 
or two courses may have diverged into three or four, and again 
the next term into five or six. 

With shorter periods between promotions, say three instead of 
two terms in a school year, actual positive progress from term 
to term is more nearly assured and the continued adjustment 
of the courses to the pupil made more certain. Unsuitable re- 
adjustments in this same manner will be made more easy of 
correction and with less possibility of wasted effort and time. 

This plan of progress would, it is at once seen, necessitate 
the abandonment of further distinct types of schools such as 
classical, technical, commercial and manual training high schools 
and instead provide many schools each with its own classical, 
technical, commercial and manual training courses. That this 



iQo Elimination of Students in Public Secondary Schools 

latter idea is already gaining acceptance is shown by the move- 
ment (1906) promoted by Mr. C. D. Kingsley of the Manual 
Training High School of Brooklyn. Mr. Kingsley has already 
produced evidence tending to show that the geographical loca- 
tion of a school is seemingly fully as potent in the selection of 
its pupils as the type of course it offers. Put in any separated 
district a classical high school and it will be filled very largely 
by the boys and girls of that immediate neighborhood. But if 
the school be of the commercial or manual training type the 
immediate neighborhood will still supply the great bulk of its 
pupils. In other words accessibility plays now altogether too 
large a factor in the selection of courses. The boy who now 
selects a classical course does so not entirely but often very 
largely because a classical high school is near at hand. Of 
course this very factor makes constantly for ill-adjustment. The 
classical pupil who early fails to gain promotion, still loyal to 
his new school, would rather " leave school " permanently than 
to take a transfer to the commercial course offered in a distant 
school, which he already regards as foreign, through athletic 
rivalry. 

The argument for the cosmopolitan high school is further sup- 
ported by the evidence secured from our study of rentals. When 
about $15 a month is the commonest rental, the item of car fares 
(and possibility of lunches away from home) is really a large 
financial factor in such a household's expense account. 

When one talks of the economy of the present type of schools 
in construction, in equipment, in ease of administration and in 
maintenance, over the cosmopolitan type of school, he may be 
answered by calling attention to the fact that about eighty-five 
per cent of the money, time and energy now expended on these 
schools if not actually wasted is still expended upon those who 
will not or cannot avail themselves of the complete instruction 
so liberally if not lavishly prepared and offered. 



SECTION IV 
A NEW DAILY PROGRAM 

Our present courses of study have been " enriched " past all 
possibility of digestion by the average child. One subject after 
another has come forward with its claims for recognition. The 
older subjects with the force of inherited tradition will not give 
way. So we have a compromise in which the pupil gains one 
or more new subjects of study at the loss of his free periods 
at school. As a final result we find no allowance for the prepara- 
tion of lessons under ideal conditions at school, but instead a 
heaping up of home work to be prepared under most trying con- 
ditions at home. 

We must find in this the suggestion that while the high school 
day be lengthened the subjects of study should be curtailed. 
Three subjects for recitation a day with adequate time for the 
preparation of these lessons under ideal conditions in the high 
school study hall will suffice in our ideal course. 

The exceptional few who show signs of unusual ability may 
be allowed to study at home and so shorten their four years' 
course perhaps to three years, but the majority will leave their 
books in school when the day is over and so return in the morn- 
ing more refreshed, more wide-awake, more capable of efficient 
mental work. Such a lengthened day will necessitate well 
planned recess periods, possibly even a distinct two session day 
or evening study period. It will mean harder work and longer 
hours for the instructors with properly increased compensation 
or substitute relief. With a lessened mental strain for the pupils 
and more surety of daily preparation we will no longer need to 
hold our sessions but five days in seven. Six days of work 
may be reasonably required, with possibly two part-free after- 
noons a week. Under this system the long vacations need not 
be as long for the pupils' sake, and the family that is making 
daily sacrifice to keep its children in school will have its period 
of deprivation thereby greatly shortened. 

191 



192 Elimination of Students in Ptiblic Secondary Schools 

Of course this all means on the other hand, harder work for 
the instructor. If the efficiency of the instruction is to be 
maintained, it means frequent short vacations or rest periods 
more evenly distributed throughout the year. Possibly the rota- 
tion of instructors may be so arranged that no one may be 
permitted to work to the point of exhaustion, as not so infre- 
quently happens to-day. 

That these conditions for our ideal high schools partake 
to-day of the nature of hypotheses rather than assured solutions 
is frankly admitted in advance. But it is by hypothesis and veri- 
fication that we make scientific progress. 

We have collected our measurements and are entitled to form 
theories, in our opinion, consistent with them. It must remain 
for some progressive community with a flexible school system 
to make the innovation in a limited field. This field should be 
limited: indeed a single school mirroring conditions throughout 
the community would suffice. 



^ 



tx, 



SECTION V 
LENGTH OF STAY AND LENGTH OF COURSE 

Finally the fact that nearly half of all the entering pupils 
do not enter the high school with any fixed determination of 
completing the course should prove an unanswerable argument 
for the formation of unit courses of not over two years' duration. 

By a unit course is meant the selection of such subjects of 
study as will through their combined influence take the pupil 
a definite step forward in his intellectual life. Latin, for in- 
stance, would not be permitted a place in a c<5urse but two years 
long. An introductory science course in which some idea will 
be given the pupil of the material world under the reign of 
inflexible laws might well replace the too specialized Biology. 
A shorter Algebra will replace the present college enforced 
requirements in that subject. The English will not serve to 
awaken a dislike of literature through the picking to pieces of 
Macaulay's Essays but rather be discursive and enjoyable, 
planned to give a bird's-eye view of many fields rather than to 
dig a mine in one. 

For the few who plan to stay four years and then advance 
to college we may still carry on the work demanded by the col- 
leges which serves chiefly to weed out the faint-hearted along 
with the too self-willed. But for the children who want some 
further education now (and not hereafter) let us plan a course 
that will supply their needs. 

What a delight it would be to plan a course for the pupils 
themselves and not for the teachers of special subjects or their 
college professors ; but what an absurd proposition ! To dis- 
regard tradition and authority and to actually try to meet 
present conditions ! Lives there the man so free from the bonds 
of tradition, so natural as to attempt it ! 

Yet slowly though surely the change is coming about ; but 
always, for so custom binds us, a generation or more behind. 
With good reason we may hope to find in 1940 many things 

193 



194 Elimination of Students in Public Secondary Schools 

that are needed in 1910. Many things that are taught, but 
not needed, in 1910 will then have disappeared. In the four 
years since 1906 New York City has added a trade school for 
boys and a trade school for girls. Courses without Latin are 
now open to all pupils and indeed some courses without a foreign 
language may be followed. Yet despite the efforts of superin- 
tendents and teachers, we are still weighed down by the chains 
of an inherited conservatism that must apparently make our 
advances always just too slozu to meet the present situation. 

Recognizing our present high school material, its home, its 
aspirations, its limitations, we need now a shorter, more rea- 
sonable, more popular course in each of our high schools which 
will attract and hold the pupils from start to finish. 



APPENDIX 

Courses of Study in the New York City High Schools 

GENERAL COURSE (COLLEGE PREPARATORY) 

General Provisions 

1. A period shall not exceed fifty minutes. 

2. No new class in an elective subject need be formed in the second 
year for less than 25 pupils ; in the third year for less than 20 pupils ; 
in the fourth year for less than 15 pupils. 

3. Students following this course shall present for graduation the satis- 
factory completion of the required work in subjects starred above and 
shall be given credit for the number of points indicated upon the satis- 
factory completion of each subject. The requirement for graduation shall 
be the satisfactory completion of work aggregating 150 points and the 
passing of such examinations as shall be set. Examination ratings secured 
by students who have completed this course of study in the examinations 
for admission set by approved colleges and universities, may be accepted 
for graduation from high school and entered upon the pupil's record, 
provided they are ratings obtained in subjects of the last high school 
year, and after said pupil has satisfactorily completed the high school 
course of study and the work of freshman year. Elections may be made 
from other subjects, so far as possible, in the order indicated. Students 
who are preparing for college will make elections in accordance with the 
admission requirements of the college to which admission is sought. Stu- 
dents who are applicants for admission to training schools are required 
to present in addition to subjects starred. Music III and IV, Drawing III 
and IV, and Science III. 

The number of points to be given to a subject is determined as follows: 
For subjects not requiring preparation, points equal hours per week. For 
subjects requiring preparation, points equal twice the number of hours 
per week. 

This rule may be applied to Bookkeeping and Stenography as indicated, 
if necessary. 

4. In any term a student shall be considered as having satisfactorily 
completed a subject when he has received a final term mark of 60 per 
cent. For every 10 points obtained with a mark of 80 per cent or over, 
the student shall be entitled to one additional point. 

5. Students shall be classified according to the number of points obtained, 
20 points being regarded as a full term's work. A deficiency of 5 points 
may be allowed, provided that such deficiency is removed before another 
advance in classification is made. At the close of the summer vacation 
and at such other time as it may be feasible students shall be given an 
opportunity to remove deficiencies in class work by an examination to be 
set by the principal. 

6. Not more than six years shall be allowed for completing the work of 
the course. And any student who has reached the age of 16 years and 
who has not attained, at the end of two years, one year's credit, or at the 
end of three years, two years' credit, shall be dropped from the roll 

195 



196 Elimination of Students in Public Secondary Schools 

and discharged, unless the failure to secure the credits called for has 
been caused by prolonged illness or other reasonable cause. 

7. All ratings and records shall be made at least twice a term. The 
ratings shall be made by combining the teachers' estimate of the pupils' 
proficiency, based upon frequent memoranda, with the results of such tests 
as may be given under the direction of the principal during the regular 
recitation periods and without previous announcement. The ratings at 
the end of the term shall summarize the previous ratings and shall repre- 
sent the pupils' standing for the term. The students' records shall be 
made in figures, but reports to parents may be expressed in figures or 
letters. Equivalents : A = 85 to 100, B + = 70 to 84, B = 60 to 69, C = 50 
to 59, D = below so. 

8. When the interests of a pupil demand it, the principal may modify 
the program of such pupil or permit him to follow a special program. 

First Year 

Periods 

per 
week Points 

*English I ^ 5 10 

*Latin I, or German I, or French 1 5 10 

♦Mathematics I, Algebra 5 10 

♦Science I, Biology, including Botany, Zoology and Physiology 5 10 

♦Drawing I 2 2 

♦Music I I I 

♦Physical Training 1 2 2 

♦fEnglish VI, Elocution I i i 

tNoTE. — A continuation of the course in Elocution is also offered through 
the second, third and fourth years. When so taken add one point per year. 

Second Year 

♦English II 3 6 

♦Latin II, German II, or French II 5 10 

♦Mathematics II, Plane Geometry 4 8 

♦History I (Greece and Rome) 3 6 

Greek I 5 10 

Italian I 5 10 

Spanish I S 10 

fScience II, Chemistry 5 10 

♦Drawing II 2 2 

♦Music II I I 

♦Physical Training II 2 2 

♦♦Domestic Science (for girls) 4 4 

Physiography 4 8 

tNoTE. — Science II, Chemistry, may also be taken in the fourth year. 

♦♦Note. — In the course offered to girls in the Manual Training High 
School of Brooklyn, Sewing — 4 periods per week is an elective. 

Third Year 

♦English III 3 6 

♦Latin III, German III, or French III 5 10 

♦History II (England) 2 4 

Science III, Physics 5 10 

fMathematics III, Algebra, Review and Advance 2 4 

fMathematics IV, Plane Geometry, Review and Advance.... 2 4 

Greek II 4 8 

Italian II 4 8 

Spanish II 4 8 

Stenography and Typewriting 1 4 4 



Appendix 



197 



Periods 
per 
week Points 

Bookkeeping I 3 3 

Economics I 3 6 

fScience II, Chemistry S 10 

fScience IV, Botany, Advance 4 8 

Music III I I 

Drawing III i I 

*Physical Training 2 2 

tNoTE. — Either course in Mathematics, Science IV, Botany, Advance, 
and Science V, Zoology, Advance, may also be taken in the fourth year. 

Note. — In the course offered to girls in the Manual Training High 
School of Brooklyn, Cooking, 4 periods per week, and Millinery, 3 periods 
per week, are electives. 

Fourth Year 

*English IV 3 6 

Latin IV, German IV, or French IV 4 8 

Greek III 4 8 

Italian III 4 8 

Spanish III 4 8 

Latin V, Additional and Supplementary Courses 3 6 

Greek IV, Additional and Supplementary Courses 3 6 

English V, Additional and Supplementary Courses 3 6 

Science VI, Physiography 4 8 

^History III, American History and Civics, Related English 

History 4 8 

Mathematics V, Advanced Mathematics 4 8 

Stenography and Typewriting II 3 3 

**Domestic Science 1 3 6 

Commercial Law and Commercial Geography 3 6 

History IV (Mediaeval and Modern) 3 6 

Music IV I I 

Drawing IV i i 

^Physical Training IV 2 2 

**NoTE. — In the course offered to girls in the Manual Training High 
School of Brooklyn, Dressmaking, 4 periods per week, is an elective. 

THREE YEAR COMMERCIAL COURSE OF STUDY 



Year 



First Term 



Periods 

English 5 

German or Spanish 4 

History — Eng. and Mod. 

Europe 3 

Arithmetic 3 

Biology (Physiology) 4 

Penmanship 3 

Bookkeeping 2 

Correspondence i 

Drawing (Free Hand and 

Design) 2 

Music I 

Physical Training i 



Second Term 



Periods 

English 5 

German or Spanish 4 

History — Eng. and Mod. 

Europe 3 

Arithmetic 3 

Commercial Geography .... 4 

Penmanship 2 

Bookkeeping 3 

Correspondence i 

Drawing (Free Hand and 

Design) 2 

Music I 

Physical Training i 



198 Elimination of SUidents in Public Secondary Schools 



Year First Term 


Second Term 


Periods 

English 4 

German or Spanish 4 

Hist. — American and Civics 3 
Physics, or a second lang. . . 4 

2 Stenography 3 

Algebra 3 

Penmanship i 

Bookkeeping 3 


Periods 

English 4 

German or Spanish 4 

Hist. — Amer., and Civics ... 3 
Physics, or a second lang. ... 4 

Stenography 3 

Algebra 4 

Bookkeeping 3 


Drawing (Free-hand) 2 

Music I 

Physical Training i 


Drawing (Mechanical) 2 

Music I 

Physical Training i 




English 3 

German or Spanish 3 

History of Commerce 3 

Chem., or a second lang. ... 3 
3 Commercial Law 3 


English 3 

German or Spanish 3 

Economics 2 

Chem., or a second lang 3 

Commercial Law 3 


Geometry 3 

Stenography 3 

Typewriting 3 

Accounts 3 

Drawing (Free-hand or Me- 
chanical) 2 


Geometry 4 

Stenography 3 

Typewriting 3 

Accounts 3 

Drawing (Free-hand or Me- 
chanical) 2 



With the approval of the principal, a pupil may be permitted to substi- 
tute shopwork for a foreign language after the first year. 



FIVE YEAR COMMERCIAL COURSE OF STUDY 
First Year 

Required Periods 

English 4 

German, French, or Spanish 4 

Algebra 4 

Biology* (with especial reference to materials of commerce) 4 

Business Knowledge and Practice** 6 

Drawing (second half year) 2 

Physical Training* 2 

Music I 

' . ^7 
*Including Physiology. 
**Including Local Industries and Government of the City of New 

York 2 

Business Writing 2 

Business Arithmetic, Business Forms and Methods 2 

Second Year 

Required Periods 

English 3 

German, French, or Spanish 4 

Plane Geometry ._ 3 

Chemistry (with especial reference to materials of commerce) 4 



Appendix 199 

Required Periods 
History* (with especial reference to economic history and geogra- 
phy) 3 

Stenography 3 

Drawing and Art Study 2 

Physical Training 2 



24 

Electives Periods 

German, French, or Spanish 4 

Bookkeeping and Business Forms 3 

Business Arithmetic i 

Commercial Geography i 

*First half year, Beginning of Nations to 1300 A. D. 
Second half year. Modern History to 1750. 

Third Year 
Required Periods 

English 3 

German, French, or Spanish 4 

Geometry and Algebra* 3 

Physics 5 

History** (with especial reference to materials of commerce) 3 

Drawing and Art Study i 

Physical Training 2 



21 

Electives Periods 

German, French, or Spanish 4 

Bookkeeping and Business Arithmetic ^. , 3 

Stenography and Typewriting 3 

Drawing and Art Study 2 

Commercial Geography i 

*In the second half year, students maj^ elect additional Stenography and 
Typewriting or Bookkeeping in place of the second course in Mathematics, 
or may give double time to Mathematics by omitting either Stenography 
or Bookkeeping. 

**First half year, English and Colonial History, 1620 to 1750. Second 
half year, Modern History (England and the Continent), 1750 to present 
time. 

Fourth Year 

Required Periods 

English 3 

German, French or Spanish 4 

Economics and Economic Geography 4 

History of the United States (with especial reference to industrial 

and constitutional aspects) 4 

Physical Training 2 



17 
Electives Periods 

A foreign language 4 

Advanced Chemistry 4 

Economic Biolosrv 4 

Trigonometry and Solid Geometry 4 



200 Elimination of Students in Public Secondary Schools 

Elective s Periods 

Elementary Law and Commercial Law* 4 

Advanced Bookkeeping, Business Correspondence and Office Practice 4 

Stenography and Typewriting 4 

Drawing and Art Study 4 

Modern Industrialism I 

*Students who do not elect law in the fourth year may receive instruc- 
tions in Commercial Law in connection with Advanced Bookkeeping. 

Fifth Year 
Required Periods 

English 3 

Logic, Inductive and Deductive 3 

Physical Training 2 



Electives Periods 

A foreign language 4 

Advanced Mathematics 4 

Advanced Physics 4 

Industrial Chemistry 4 

Economic Geography 4 

19th Century History, Europe and Orient; Diplomatic History, 

United States and Modern Europe 4 

Banking and Finance, Transportation and Communication 4 

Administrative Law and International Law 4 

Accounting and Auditing ^ 

Business Organization and Management 4 

Drawing 4 

Advanced Economics 3 

GIRLS TECHNICAL COURSE OF STUDY OF THREE YEARS 

First Year 

Required Periods 

English 5 

Commercial Arithmetic 5 

German, or French, or Spanish, or Group II, or Group III, of second 

year, and additional drawing 5 

Drawing 2 

Domestic Science and Art 5 

Physical Training, including Physiology and Hygiene 2 

Music I 

Declamation and Voice Training i 



26 

Second Year 
Required Periods 

English. . . 5 

Physical Training 2 

Music I 

Declamation and Voice Training i 

Drawing 2 



II 



The modern language chosen in the first year may be continued during 
the second and third vears as an alternative for music, declamation and 
drawing in the case of those who select Group I, Group IV, Group V, 
and Group VI. 



Appendix 201 

Electives Periods 

Group I 

(Stenographers and Typewriters) 

Stenography, Typewriting, Bookkeeping, Penmanship, Spelling, Office 
Practice 19 

Group II 

(Dressmakers and Embroiderers) 

Sewing, Draughting, Fitting, Study of Materials, Textiles, Color, 
Form and Design 19 

Group III 

(Milliners) 

Millinery, Study of Materials, Trimming, Frame-making, Color, 
Form, and Design 19 

Group IV 

(Designers) 

Design, Still Life, Plants, Casts, Composition, Picture Study, History 
of Ornament, Textiles. Interior Decoration, Draperies, Costume 
Design, Book Covers, Illustrating, Lettering 19 

Group V 

(Printers) 
Typesetting, Printing 19 

Group VI 

(Bookbinders) 

Bookbinding, Design I9 

Group VII 
(Library Assistants) 

English 5 

Ancient History 3 

Geometry 4 

German, French, Latin, or Spanish (Elect. 2) (5) 10 

Physical Training 2 

Music I 

Declamation and Voice Training i 

26 
Third Year 

Required Periods 

English 5 

Physical Training 2 

Music I 

Elocution I 

9 

Electives Periods 

Group I, as in Second Year, with Commercial Law and Civics 21 

Group II. as in Second Year ^ 21 

Group III, as in Second Year 21 



202 Elimination of Students in Public Secondary Schools 

Electives Periods 

Group IV, as in Second Year 21 

Group V, as" in Second Year 21 

Gioup VI, as in Second Year 21 

Group VII — Course for Library Assistants : 

English 5 

A Foreign Language 4 

Physical Training 2 

Music I 

Library Economy 15 



27 
Fourth Year 

(Library Assistants) 
Group VII : Periods 

English 5 

A Foreign Language. 4 

American History and Civics 4 

Library Economy 12 

Physical Training 2 

Mediaeval and Modern History, or Additional Library Work 3 



30 
BOYS' INDUSTRIAL COURSE 

First Year 

Periods 

English 5 

Algebra S 

Free-Hand Drawing 2 

Mechanical Drawing 4 

Joinery and Cabinet-Making 10 

Music I 

Physical Training, including Physiology and Hygiene 2 

29 
Second Year 

English 3 

Plane Geometry 4 

Chemistry 5 

Free-Hand Drawing 2 

Mechanical Drawing 4 

Wood-Turning, Pattern-Making and Foundry 10 

Physical Training 2 

30 
Third Year 

English 3 

Plane Geometry and Trigonometry 3 

Physics 5 

Modern History 3 

Mechanical and Architectural Drawing 4 

Forging and Machine Shop Practice 10 

Physical Training 2 

30 



Appendix 203 

Fourth Year 
Electives Periods 

English 3 

Shop Mathematics 3 

American History and Civics 4 

Advanced Chemistry or Economics or Industrial and Commercial 

Law or Applied Mechanics, Steam and Electricity 4 

Mechanical or Architectural Drawing 4 

Special Shop or Laboratorj^ Practice in one of the following 

electives : _ 10 

(i) Building Construction (carpentry, sanitation, including heat- 
ing and ventilating, electrical wiring and installation). 

(2) Advanced Forging and Tool-Making. 

(3) Advanced Pattern-Making and Foundry Practice. 

(4) Advanced Machine Shop Practice. 

(5) Industrial Chemistry, lectures and laboratory practice. 
Physical Training 2 



30 
MANUAL TRAINING COURSE FOR BOYS 

First Year 

* Required Periods 

English (Grammar, Rhetoric and Composition) 5 

German, or French, or Latin 5 

Algebra 5 

Free-hand and Mechanical Drawing 4 

Joinery 6 

25 

*Physiology and hygiene, as required by law, shall be taught the equiva- 
lent of four lessons a week for ten weeks. 

Second Year 

Required Periods 

English 3 

German, or French, or Latin 5 

Plane Geometry 4 

Free-hand and Mechanical Drawing 4 

Wood-Turning, Pattern-Making, Molding, and Sheet Metal Work.. 6 

22 

Alternatives i Periods 

German, or French, or Chemistry 4 

Third Year 

Required Periods 

English 3 

German, or French, or Latin 5 

Physics (only four lessons prepared) 5 

Advanced Algebra and Plane Trigonometry 3 

Mechanical Drawing 2 

Forging 6 

24 
Alternatives Periods 

German, or French, or Chemistry 5 



204 Elimination of Students in Public Secondary Schools 

Fourth Year 
Required Periods 

English 3 

A Foreign Language 4 

English and American History and Civics 4 

Mechanical Drawing 2 

^Machine Shop Practice 6 

19 

*With the approval of the principal, a pupil preparing for a technical 
college course may substitute an academic subject for machine-shop 
practice. 



APPENDIX 

Home Lessons Actually Assigned (191 i) and Time Spent by Bright 

Pupils in Their Preparation. 

(All lessons for the same date and the same school) 



Subject 


Book 


Amount of Lesson 


Mini- 
mum 
Time 


English .... 
Mathem'tics 


Ivanhoe 

Algebra, Went- 
worth] 


First Term 
Read up to Chap. 20 


I h. 


P. 65, 10 exercises 


i h. 


Drawing . . . 


Making designs 


25 m. 
4h. 


German. . . . 
Biology .... 


Marchen und Er- 
zahlungen by 
H. A. Guerber 


Read pp. 8 and 9 and study ist 
Stanza of Das Heidenroslein 

Study about corn and the kid- 
ney bean. 

Total 




Wentworth 

H. C. Pearson . . . 

Homer's Iliad . . . 

Alvin Davison's 
Human Body 
and Health. 

Madame Ther^sd 
Schultze & Sev- 
enoak (Plane 
Geometry) 

Greek 




3 h. 10 m. 

I h. 
ih. 

ih. 

I h. 


Algebra. . . . 
Beg. Latin. 

English .... 

Zoology. . . . 


Second Term 

Pp. 147 ff., 15 exercises 

Pp. 1 41-142 and article 299 

(Latin without English). 
Finish last four pages of Chap. 

24. 
Pp. 94 to 97 to be read, and 

finish three experiments on 

saliva 

Total 




3h. 
I h. 10 m 


French 


Third Term, 
Pp. i^ and 14 


Geometry . . 

History .... 

No English 
to-day. 

Geometry . . 

(Plane 

Geometry) 

Latin 

English .... 


Write out one theorem and 
draw an acute, obtuse, and 
right angle triangle with me- 
dians and altitudes. 

Draw a map of Egypt. Study 
Phoenicia. 

Total 


20 m. 


Schultze & Sev- 
enoak. 

Caesar's Gallic 

War. 
Silas Mamer . . . . 
La Tache du 

Petit Pierre, by 

J. Mairet. 

Hall & Knight . . 
Sesame and Lilies 
Cicero 




I h.50 m. 
|h. 
f h. 
ih. 


Fourth Term 
Sec. 284, 287, Ex. 552-554, 559, 
560, hand in 546. 

Chap. XXV, book III, to "pos- 

sit." Chap. XXVI. 
Chap. 4, 5, 6 


French 


Page 17, from line 16 to bottom 
of page 19. 

Total 




2jh. 
I h. 


Mathem'tics 


Fifth Term 
20 to 30 examples 


English .... 
Latin 


5 to 7 paragraphs 

About 25 line translation 

10 pages 


I h 


History .... 


English History . 


f h. 



205 



2o6 Elimination of Students in Public Secondary Schools 









Mini- 


Subject 


Book 


Amount of Lesson 


mum 
Time 






Fifth Term — Cont. 




Physics .... 




3 or 4 para., sometimes prob- 
lems. 


f h. 








French. .... 


Chardenal, Fr. 


I lesson a week in Grammar . . 


ih. 




Composition 


I lesson a week in Composition 


ih. 




by Francois, 


2 pages in reading, three times 


I h. 




L'enfant de la 


a week. 






Lune by Mairet 














Total 


4i-Sh. 






Sixth Term 


Physics .... 


First Course in 


5 or 6 paragraphs to read, or 


|h. 




Physics by Mil- 


3 or 4 paragraphs and 4 or 5 






likan & Gale. 


problems. 




History .... 


English History . 


10 or 1 1 pages to read, or 7 or 8 
pages and a map to study. 


ih. 


German. . . . 


Practical German 


About 2 or 3 articles 


1 h. 


Grammar b y 




4 ■■■*. 




Edw. P. Chey- 








ney. 








Germelshausen 


From 2 or 3 pages 


4 to f h. 




by Friederich 








Gerstacker. 








German Compo- 
sition by Chas. 
Harris. 


I anecdote 


ih. 
















Total 


3ih. 






Seventh Term 


French 


Ex. in Fr. Syntax 


Ex. 34, pp. 54, 55; 2 sentences 


I h. 




and Composi- 


not consecutive. 






tion by Jeanne 








Bouret. 






Physiog- 


R. S. Tarr 


Text pages 1-12 and 397-402 


20 m. 


raphy 




to be read in preparation. 




History .... 


United States . . . 


Pages 1 12-126, extra questions 
to be answered. 


I h. 


English .... 


Burke's' Speech 


Analysis of each paragraph. 


I h. 




on Conciliation 


Par. 78-88, pages 44-51- 






with America. 






Geometry . . 


(Plane Geom.) . . 


Page 32, lesson to commence 
at Ex. 127. 


40 m. 












Total 


4h. 






Eighth Term 




English .... 


Merchant 


Read the book, write a para- 


2ih. 




of Venice 


graph describing a scene. 




History .... 


James & Sanford 


Answer question given in book 


ijh. 


French 


Tracer & Squan 
Gram. 


1 6 pages 


I h. 






Geometry . . 


Schultz's Geom. 


Pg. 253-270, 24th exercise. 
Prop. 36-37-38-39. originals 
under each. 


40 m. 












Total 


? h. 40 m. 






J ^ 



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